Abstract
This study sought to answer if a relationship existed between required corequisite support and success in gateway College Algebra courses. Complete College America and Complete College Georgia initiatives over the last ten years have sought ways to increase access to higher education with high progression and completion rates. Efforts such as the Momentum Year in University System of Georgia schools utilize developmental corequisite courses for gateway English and Mathematics to ensure early success and progression. This study used a chi-squared test to analyze two groups of new freshmen and their success in College Algebra—one group who participated in corequisite learning and one group who did not participate in corequisite learning, finding that a higher proportion of students succeed in College Algebra when also enrolled in corequisite support.
First Page
23
Last Page
44
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Smith, A. D. (2019). Relationship between required corequisite learning and success in college algebra. Georgia Journal of College Student Affairs, 35(1), 23-44. https://doi.org/10.20429/gcpa.2019.350103
Supplemental Reference List with DOIs
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Higher Education Administration Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons