Date of Award
Spring 5-12-2018
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Patrick M. Jenlink, Ed.D.
Second Advisor
Scott Bailey, Ed.D.
Third Advisor
Keith Hubbard, Ph.D.
Fourth Advisor
Tingting Xu, Ph.D.
Abstract
The purpose of this quantitative study was to examine what type of predictive power exists between an instructor’s employment classification, student gender, student race, and first-generation status on a student’s academic success in developmental mathematics, as measured by final semester grades at a regionally comprehensive state university in Texas between fall 2013 and spring 2017. Data were collected from the institution under study and the sample population included 1932 unique student observations. The data collected in this study were analyzed through a binary logistic regression model to determine whether an instructor’s employment classification, student gender, student race, and first-generation status could predict academic success in developmental math. The results of this study showed that a correlation does exist between an instructor’s employment classification, specifically as related to Graduate Teaching Assistants and Adjunct Instructors in being statistically significant to a student’s success in developmental mathematics. Additionally, student race, student gender, and first-generation status showed that a correlation does exist in predicting a student’s success in developmental mathematics, all of which were found to be statistically significant. The findings and conclusions of this study have implications for post-secondary math educators and higher education administrators.
Keywords: higher education, developmental math, student success, first-generation students, instructor employment classification, binary logistic regression
Repository Citation
Fish, Brittany A., "Developmental Mathematics: A Quantitative Investigation of Instructor Classification as Related to Student Success" (2018). Electronic Theses and Dissertations. 163.
https://scholarworks.sfasu.edu/etds/163
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Mathematics Commons, Science and Mathematics Education Commons
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