Focus Group Project

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MATH 360

• Focus Group Project
• April, 2009 Briefing for RP Group

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Summary

• The Math problem
• Focus Groups
• What
• How
• Challenges
• Methods/Results Math 360 project
• Logistics
• Summary
• Handout with example student statements

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Part 1 The Math Problem

• In general and at COS

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Math in College

• Educators note decline in STEM disciplines
  enrollments
• Other countries produce more
• Standard of living and quality of life issues
• Math as a barrier to college success
• Many come poorly prepared
• Many have fear of Math
• Success rates are extremely low
• Many avoided Math until late
• Many sidetracked from disciplines requiring MATH

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Math Sequence at COS

• Math Course Sequence
• Math 360 (Pre-algebra)
• Barrier course
• Four units/hrs
• Normally offered in a 2/2 pattern
• Three levels below college
• Math 200 (Elementary Algebra) or Math 205
  (Beginning Algebra)
• 360 recommended
• Math 230 (Intermediate Algebra) or higher level
• 200 or 205 required

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Percent Who Took Math Placement
Includes only those first time students who had
declared a transfer or two year associate degree
goal.
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Placement Test Results for First Time Students
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Success Rate in Math 360
363
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Unsuccessful Students Who Later Successfully
Attempted Higher Level Math Classes
363 Students Who Were Unsuccessful in Math 360
during Fall, 2006.
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Those Who Tested into Math 360 in Fall 2005
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Efforts to Improve Math Success at COS

• Carnegie grant emphasizes innovative
  instructional methodologies
• FYE integrates Math, English, and study skills
• Re-emphasis on Math tutoring center
• Research student backgrounds, course sequencing
• Despite the gloomy picture, some pass 360 and
  moved on
• The question what has helped you (the student)
  to succeed?

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Part 2 Focus groups
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Why use a focus group? What is it?

• To supplement or enrich traditional findings
• We knew who werent succeeding
• We wanted to provide concrete ideas about how to
  succeed
• Focus group a structured group interview
• conducted in accord with a research design
• addresses one or several research questions
• A focus group is not a
• Discussion group
• Buzz session
• Problem-solving session
• Consensus building session

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Focus group characteristics

• Participants have a common background or
  experience which they bring to the group
• Guided interaction address questions raised by
  the facilitator, or others in the group
• Motivations, feelings, values, and points-of-view
  are shared
• Add richness to research not possible through
  surveys or one-on-one interviews

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The structure of a typical focus group

• 60 to 90 minute session
• 6 to 10 participants seated around a table
• A facilitator or moderator
• Sessions structured in a general sense focus
  on the research questions
• Sessions recorded or a note taker
• Ground rules governing participant interaction
  and behavior stated and strictly adhered to
• Held in a quiet location

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Role of the facilitator

• Introduces and enforces ground rules
• Structures the interaction around research
  questions
• Ensures individual participation using variety of
  methods
• Probing (explain, help us to understand, can
  you be more specific or give an example)
• Restating
• Eliciting views and thoughts of others in the
  group
• Comparing and contrasting views of particpants
• Remains neutral

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Focus group challenges

• Can be very difficult and costly to administer
• Finding facilitators
• Avoiding participants who want to soap box
• Transcribing and synthesizing results into
  meaningful findings which correspond,
  supplement, or contrast with other research
  findings
• Selling results which do not stem from
  traditional research methods
• Avoiding researcher bias

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Part 3, Methods and Results
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Math and Research Collaborate

• Roundtable discussions with Math faculty,
  February, 2008 to
• Elicit support for a focus group study on 360
  success
• Lay out a focus group study timetable
• Define the research question
• Research question What has helped you (the
  student) to succeed in Math 360?
• What did your instructor do
• What did you do
• What role did Math lab and tutoring have
• What advice would you give to others

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COS Logistics (1)

• Initiated study in April 2008
• Initial pool of 250 students who met the
  criteria tested into 360, were successful in 360
  and a higher level math, and were still enrolled
• Pool reduced to 80
• Scheduling
• Lack of student interest
• Final scheduling further reduced the pool to 55

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COS Logistics (2)

• Five focus sessions with 42 students
• Tested into Math 360 and were successful
• Later enrolled in a higher class and passed
• 60 minute sessions, private location
• Three facilitators
• Dialogue taped and transcribed
• Transcripts organized based on themes and
  synthesized (in an inductive way)
• Shared with the Math faculty in department
  meetings

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Results

• Math 360 students are not mature learners they
  are not self-disciplined
• Successful students in Math 360 desire/need
• Structure and discipline
• Step-by-step methods
• Mandatory homework
• Mandatory Math lab or tutoring
• Unequivocal student expectations
• Instructor-offered choices/options can be
  counterproductive