Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Stumpf, Arthur D.

Committee Member

Davis, James E.

Committee Member

Coats, Linda T.

Committee Member

King, Stephanie.

Date of Degree

1-1-2017

Document Type

Dissertation - Open Access

Major

Community College Leadership

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Educational Leadership

Abstract

This study examined the correlation between the proportion of full time mathematics faculty with formal pedagogical training at eight Mississippi public community colleges named to the Aspen Foundation list of the top 150 community colleges in the United States and the proportion of developmental math students who successfully completed a college algebra course in their 1st year, the proportion of students who graduated within 4 years, and the proportion of 1st-time full-time students who returned for the 2nd year. After collecting data from 6 of the 8 colleges, a correlational analysis revealed no statistically significant relationships between the proportion of pedagogically trained math faculty and the proportion of students who successfully completed developmental math, the proportion of students who successfully graduated, or the proportion of students who were retained. There may be some relationship between the faculty preparation and student success (p = 0.1441).

URI

https://hdl.handle.net/11668/16560

Comments

faculty||mathematics||pedagogy||student success||retention||community college

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