Improving Teflon Learning Systems in College Developmental Math

1
Improving Teflon Learning Systemsin College
Developmental Math

• Stan Mattoon
• Caroline Dawson
• Merced College
• October 4, 2007

2
Properties of Teflon

• Teflon invented by DuPont scientist Plunkett in
  1938
• Non-stick, non-reactive
• Completely inert--passes through body without
  friction

Polytetrafluoroethylene
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Properties of Algebra

• Algebra does not stick in minds of 70
• Algebraic skills slide by in 7th grade
• Refresher dose in HS then obscurity
• Math does not stick for 40 in college
  developmental prealgebra classes
• Math deflected by Teflon learning processes of
  students and of colleges

4
Self-Efficacy Research

• Treisman UCB collaborative workshops
• Bandura research shows self-efficacy beliefs as
  predictors of behavior
• Supplemental Instruction and Learning Community
  options Cabrillo, De Anza,
  Evergreen, Riverside, San Mateo, Kingsborough

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Assessment of Student Learning Outcomes

• WASC accreditation guidelines
• Identify gatekeeper courses skills
• Analyze outcome-based data
• Identify improvements in learning systems--
• ex Fall 07 linking Prealgebra and
  Foundations Strategies for Academic
  Recovery

SUCCESS COUNTS
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Descriptive Analysis
lt 5.03 overall mean (sd 1.46) vs. natl avg 6.5
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Inferential Analysis

• Logistic Regression
• Good academic standing students are 78 more
  likely to succeed
• MSES mean predicts 7 lower grade for students
  w/ low self-efficacy
• Other acad socioeconomic indicator effects were
  non-conclusive
• Linear Regression
• MSES linear regression model significance (p.19)
  incl loan interest (85 pred), monthly budget
  (97 pred), income taxes (96 pred), job
  benefits (93 pred)

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Implications

• Need larger sample
• Need to validate instrument for CCs
• Need to match students to learning modes
• Learning communities
• Supplemental instruction
• Embedded technology

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Learning Mode Examples
Components Cabrillo CA NSF HP Grants, Watsonville Digital Bridge Academy De Anza CA Retention Grant Initiative San Mateo CA Carnegie Foundation Integrative Learning Project Sinclair OH League for Innovation in CCs College Career Transitions Initiative (CCTI)
A. Intrusive Counseling High success rates Low prog compl rate Expensive Coll Student Inventory (CSI) administered High succ retn Instr Couns form Math Performance Success team Large population High success rates High retention rts
B. Lrng Comm NA in math Engl guid block sched Expensive staffing with Couns in class NA in prealg ASSET Dev Alg I Counseling LC High success rates at two pilot HS sites
C. Suppl Instruction NA in math Tutoring prov Students expected to allocate 10 hr/wk Tutor incl in 5 hr/wk pkg w/ Instr/Couns
D. Service Learning Dependent on tech job mkt Req unpaid work by needy students Strong govt private collaboration in metro area Req unpaid work by needy students
E. Efficiency Effectiveness of remediation to college math level Low effic effect Not intended to remediate to transfer math level Attracts small of dist pop Low cost-effic with high effectiveness Not intended to remediate prealg State FTES pays addl stu contact Attracts small of total dist pop Not intended to remediate prealg Attracts small of total dist pop Not intended to remediate from prealgebra level emph on HS prep Former prealg dist ed now off as CAI Attracts small of total dist pop
References Navarro, 2003 BMP Group, 2006 Noel-Levitz, 2007 Huber et al, 2007 College of SM, 2006 Warford, p.170-180
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Learning Mode Examples
Components Kingborough NY MDRC Open Doors Demonstration Lehigh Carbon IL League for Innovation in CCs College Career Transitions Initiative (CCTI) Valencia FL Lumina Foundation Achieving the Dream Merced CA Carnegie Fdn grants fed/state grants
A. Intrusive Counseling Reqd orientation course in project Couns assigned to 9 on-site online class sections fall 2006 High succ PUENTE EOPS Prob couns for gen pop with intrusion only at 3 sem
B. Lrng Comm NA in math High success rates since 2003 Emphasis on writing to learn Each LC incl prealg student success High success rates 1st yr 68 LC comp to 55 others Pilot F07 High success rates in Int Alg higher
C. Suppl Instruction Incl for Engl attached GE course Low partic rates prealg (5-10) High partic rates abv prealg (30)
D. Service Learning Strong govt private collaboration in metro area Req unpaid work by needy students NA in math Weak job mkt rural agric econ
E. Efficiency Effectiveness of remediation to college math level No apparent effort to improve math level Attracts small of total dist pop Not intended to remediate from prealg level emph on HS prep Rdg Apprenticeship Attracts small of total dist pop Designed to remediate from prealgebra level Attracts small of total dist pop LC improves math skills with state funds gen by both faculty SI, general tutorials, online models not effic/effect in prealg LC may improve self-efficacy math levels with FTES gen by both faculty
References Bloom Sommo, 2005 Warford, p.160-169 Valencia CC Ashburn, 2007 Bauer Mattoon
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I have never done anything useful. No discovery
of mine has made, or is likely to makethe least
difference to the amenity of the world Judged by
all practical standards, the value of my
mathematical life is nil The case for my life,
thenis this that I have added something to
knowledge, and helped others to add more
Hardy, G.H. (1940). A mathematicians apology.
Cambridge MA Cambridge University Press. (p.92)
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References

• Badway, N. N. (2005). Implementing the
• assessment initiative. Retrieved July 27,
• 2006, from http//mc-net/officeinstruct/
  slo/dean-chairs.Badway.ppt
• Bandura, A. (Ed.). (1995). Self-efficacy in
• changing societies. Cambridge MA Cambridge
  University Press
• Betz, N.E., Hackett, G. (1986). Mathematics
  self- efficacy scale. Palo Alto CA Mind Garden
  Inc.
• Betz, N.E., Hackett, G. (1993). Mathematics
  self-
• efficacy scale sampler set (manual, test
  booklet and scoring guide). Palo Alto CA Mind
  Garden Inc.

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References

• Bong, M. (1996). Perceived similarity among
• tasks and generalizability of academic self-
• efficacy Electronic Version. Retrieved
  September 9, 2006 from www.eric.ed.gov
• (ED 411 258)
• Costanzo, M. R. (2001). Adult multiple
• intelligences and math Electronic Version.
  Retrieved September 9, 2006 from
  www.eric.ed.gov (ED 478 894)
• Environmental scan a summary of key issues
• facing California community colleges
• pertinent to the strategic planning process.
  (2005). Electronic Version. Retrieved August
  16, 2006 from www.rpgroupl.org/
  Projectsccc-StrategicPlan/EvScanCCC- StrategicPln
  -RPCC-07-05.pdf

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References

• Grubb, W. N. (2001). From black box to Pandora's
• box evaluating remedial/developmental
• education Electronic Version. Retrieved July
  27, 2006 from www.mccte.msu.edu/cc/
  resources/blkpan.pdf
• Hanlon, E. H., Schneider, Y. (1999). Improving
• mathematics proficiency through self-efficacy
  training Electronic Version from
  www.eric.ed.gov (ED 433 236)
• Misunderstood minds difficulties with
• mathematics. (2002). Retrieved Sept 9, 2006
  from www.pbs.org/wgbh/ misunderstoodminds/mathdi
  ffs.html

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References

• Pajares, F., Kranzler, J. (1995). Role of self-
• efficacy and general mental ability in
  mathematical problem-solving a path analysis
  Electronic Version. Retrieved Sept 9, 2006
  from www.eric.ed.gov (ED 387 342)
• Zimmerman, B. J. (1995). Self-efficacy and
• educational development. In A. Bandura
• (Ed.), Self-efficacy in changing societies
• (pp. 202-231). Cambridge MA Cambridge
  University Press.