Keywords
student retention, placement test, student success, embedded remediation, learning environment, role of the professor, engagement
Abstract
This paper reports how high failure rates in the first quantitative course that college business majors take were significantly reduced by implementing course-embedded remediation. More specifically, this paper details our process for identifying students at risk, placing them in special sections of the first quantitative course, and adding an additional hour of application of course concepts which resulted in a statistically significant increase in pass rates. The study focused on the learning environment, the attitude of the student, the utility of the material and the role of the professor for this special course. We feel this research is timely, as many colleges in the United States consider removing entrance exams as a means of evaluation into higher education.
DOI
https://doi.org/10.5038/1936-4660.15.2.1391
Recommended Citation
McCollum, Joseph P., William Adamczak, and James R. Nolan. "A Tale of Success: Embedding Remediation and Curricular Design." Numeracy 15, Iss. 2 (2022): Article 2. DOI: https://doi.org/10.5038/1936-4660.15.2.1391
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
