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MATH 360

MATH 360. Focus Group Project April, 2009 Briefing for RP Group. Summary. The Math problem Focus Groups What How Challenges Methods/Results Math 360 project Logistics Summary Handout with example student statements. Part 1: The Math Problem. In general and at COS. Math in College.

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MATH 360

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  1. MATH 360 Focus Group Project April, 2009 Briefing for RP Group

  2. Summary • The Math problem • Focus Groups • What • How • Challenges • Methods/Results Math 360 project • Logistics • Summary • Handout with example student statements

  3. Part 1: The Math Problem In general and at COS

  4. Math in College • Educators note decline in STEM disciplines enrollments • Other countries produce more • Standard of living and quality of life issues • Math as a barrier to college success • Many come poorly prepared • Many have “fear” of Math • Success rates are extremely low • Many avoided Math until late • Many sidetracked from disciplines requiring MATH

  5. Math Sequence at COS • Math Course Sequence • Math 360 (Pre-algebra) • “Barrier” course • Four units/hrs • Normally offered in a 2/2 pattern • Three levels below college • Math 200 (Elementary Algebra) or Math 205 (Beginning Algebra) • 360 “recommended” • Math 230 (Intermediate Algebra) or higher level • 200 or 205 required

  6. Percent Who Took Math Placement* * Includes only those first time students who had declared a transfer or two year associate degree goal.

  7. Placement Test Results for First Time Students

  8. Success Rate in Math 360 363

  9. Unsuccessful Students Who Later Successfully Attempted Higher Level Math Classes * * 363 Students Who Were Unsuccessful in Math 360 during Fall, 2006.

  10. Those Who Tested into Math 360 in Fall 2005

  11. Efforts to Improve Math Success at COS • Carnegie grant emphasizes innovative instructional methodologies • FYE integrates Math, English, and study skills • Re-emphasis on Math tutoring center • Research: student backgrounds, course sequencing • Despite the gloomy picture, some pass 360 and moved on • The question… ”what has helped you (the student) to succeed?”

  12. Part 2: Focus groups

  13. Why use a focus group? What is it? • To supplement or “enrich” traditional findings • We knew who weren’t succeeding • We wanted to provide concrete ideas about how to succeed • Focus group: a structured group interview • conducted in accord with a research design • addresses one or several research questions • A focus group is not a: • Discussion group • “Buzz” session • Problem-solving session • Consensus building session

  14. Focus group characteristics • Participants have a common background or experience which they bring to the group • Guided interaction address questions raised by the “facilitator,” or others in the group • Motivations, feelings, values, and points-of-view are shared • Add richness to research not possible through surveys or one-on-one interviews

  15. The structure of a typical focus group • 60 to 90 minute session • 6 to 10 participants seated around a table • A “facilitator” or moderator • Sessions structured in a “general” sense; “focus” on the research questions • Sessions recorded or a “note taker” • “Ground rules” governing participant interaction and behavior stated and strictly adhered to • Held in a quiet location

  16. Role of the facilitator • Introduces and enforces “ground rules” • Structures the interaction around research questions • Ensures individual participation using variety of methods • Probing (“explain,” “help us to understand,” “can you be more specific or give an example”) • Restating • Eliciting views and thoughts of others in the group • Comparing and contrasting views of particpants • Remains neutral

  17. Focus group challenges • Can be very difficult and costly to administer • Finding facilitators • Avoiding participants who want to “soap box” • Transcribing and synthesizing results into meaningful “findings” which correspond, supplement, or contrast with other research findings • “Selling” results which do not stem from traditional research methods • Avoiding researcher bias

  18. Part 3, Methods and Results

  19. Math and Research Collaborate • Roundtable discussions with Math faculty, February, 2008 to: • Elicit support for a focus group study on 360 success • Lay out a focus group study timetable • Define the research question • Research question: What has helped you (the student) to succeed in Math 360? • What did your instructor do • What did you do • What role did Math lab and tutoring have • What advice would you give to others

  20. COS Logistics (1) • Initiated study in April 2008 • Initial pool of 250 students who met the criteria: tested into 360, were successful in 360 and a higher level math, and were still enrolled • Pool reduced to 80 • Scheduling • Lack of student interest • Final scheduling further reduced the pool to 55

  21. COS Logistics (2) • Five focus sessions with 42 students • Tested into Math 360 and were successful • Later enrolled in a higher class and passed • 60 minute sessions, private location • Three facilitators • Dialogue taped and transcribed • Transcripts organized based on themes and synthesized (in an “inductive” way) • Shared with the Math faculty in department meetings

  22. Results • Math 360 students are not “mature” learners; they are not self-disciplined • Successful students in Math 360 desire/need: • Structure and discipline • Step-by-step methods • Mandatory homework • Mandatory Math lab or tutoring • Unequivocal student expectations • Instructor-offered choices/options can be counterproductive

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