Data on redesign of college algebra course to maximize student success

1. Assessing Student
Engagement and Student
Success with MyMathLab
Reva Narasimhan
Kean University
Union, NJ

2. Introduction
• Context
• Implementation
• Persistence on homework/ engagement
• Relationship to final grade in class
• Intervention
• Motivation

3. Context
• Kean University : regional university in New Jersey with
approximately 11,000 undergraduates
• College Algebra course with extensive review of intermediate
algebra topics
• 50% of all incoming freshmen place in developmental math first
semester

4. Implementation
• Textbook: Beecher, Penna, et al., Algebra and Trigonometry, 5/e
• 40 sections in Fall 2015
• 32 out of 40 sections taught by adjunct faculty
• MyMathLab online homework required : 6% of student’s grade
• Course revamped with uniform assessments across all sections
• Online homework was used as part of a multi-pronged effort to
increase success rates in course

5. Course Grade Determination
Assessment Points
3 Exams (75 pts. each) 225
7 best quizzes out of 9 (10 pts. each) +
MyMathLab Homework
100
Final Exam 150
Total Points Possible 475

6. Homework implementation
• Philosophy: homework as a learning experience and developing
discipline
• Total of 21 assignments during the semester
• Unlimited time/ attempts with full online aids
• Only 10 highest grades were used toward the final course grade

7. Homework assignments attempted

8. Course grade and assignments attempted

9. HW average vs. Grade in course
• HW were untimed with multiple
attempts and had online help aids.
• Almost all students put in the effort for
the online homework.
• Was more an indication of persistence
rather than a predictor of final grade

10. MML Quizzes
• Quizzes were timed and had no
online help aids.
• Online quiz scores show more
spread than the homework
scores.
• Somewhat better predictor of
grade in course than the online
homework.

11. Comparison: Quizzes and Homework

12. Comparison with Spring 2015 students
Fall 2015 Spring 2015

13. Grade comparison
• Spring 2015:
• D/F’s : 32.6%
• Fall 2015:
• D/F’s : 23.9%

14. Comments
• Students primarily from developmental
math
• MML used in the Developmental math as
well
• Many more students who have lower
online homework averages

15. Intervention
• Using the MML gradebook for all assessments
• Emailing students via MML using criteria
• Using an appointment scheduler link within the email

16. Sample email – early alert
Hi,
You are receiving this email because you show a quiz score and/or
online homework score with less than 75%. This puts you at risk for
failing the course. Please make an appointment with me at the
following link to review your performance, or see me after class.
http://drnarasimhan.youcanbook.me
--Dr. Narasimhan

17. Customizing MML menu to include scheduler

18. Motivation : students
• Walking students through the many resources available on MML
• Online HW assignments specifically for review before each exam
• Also disseminate PDF files of review homework
• Make use of email blasts throughout the semester

19. Instructor Engagement
• Email blasts to instructors of course throughout the semester
encouraged a team effort
• Uniform assessments across all sections ensured more consistency
• Updating instructors on how to better use MML tools for observing
trends in grades
• In-class quizzes and exams are a larger portion of the grade

20. Conclusion
• High levels of student engagement in online homework across all
grade bands
• High performance in online homework is a necessary but not
sufficient condition for passing grade in course
• Online quizzes seem to be a somewhat better predictor course
grades  add more online quizzes in the course in the future
• Developmental math  college algebra course seems to be a
difficult transition