Impact of Delivery Modality, Student GPA, and Time-Lapse Since High School on Successful Completion of College-Level Math after Taking Developmental Math

Co-publication of student's research work.


This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math.  The data used in the study was comprised of a 4-year period historical student data from Odessa College based on the completion of the developmental math courses, Introductory Algebra and Intermediate Algebra, and subsequent completion a college-level math course.  Through an ex-post facto design with logistic regression analysis, the results revealed that GPA was a predictor (p = 1.56 x 10-9) of completing a college-level math course with a C or better.  However, the delivery mode of developmental math (p = .456) and time lapse since completing high school (p = .200) were not found to be predictors of college math completion with a C or better.  Although online education continues to be an area of concern in higher education, this study’s results reveal there are other variables that may affect successful completion of a college-level course, with this study finding that for every 1-point increase in college GPA, students were 3.64 times more likely to complete college-level math with a C or better.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Diane Acosta, Teresa North, John Avella
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
Current Issues in Education
Arizona State University
Date Published: 
Wednesday, March 2, 2016
Place Published: 
Critical Issues in Education
Publication Language: 
ISSN Number: 

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