WvEB Mathematics: College Level, Web-Enhanced Algebra and Trigonometry Courses for High School...
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Transcript of WvEB Mathematics: College Level, Web-Enhanced Algebra and Trigonometry Courses for High School...
WvEB Mathematics: College Level, Web-Enhanced
Algebra and Trigonometry Courses for High School Students in West Virginia
Dr. Laura J. PyzdrowskiWvEB Project Director and WVU WvEB Algebra Coordinator
Dr. Mike Mays, WvEB Trigonometry Coordinator
Cecilia Fizer, Concord WvEB Algebra Coordinator
Steering Committee• V. J. Benokraitis Deborah Brown• Connie Dale Bruce Ebanks• Bruce Flack Elizabeth Dale• James Denvir Murrel Hoover• Carl Johnson David Kennedy• Larry Lamb James Miller• Diana Munza Mary Poling• Laura Pyzdrowski Gary Seldomridge• Deborah Seldomridge Judy Silver• Sue Steinbeck Joe Urbanski• Donna Watson
WvEB Algebra Design Sub - Committee
Jim Denvir (Marshall)
Bruce Ebanks (Marshall)
James Miller (WVU - Morgantown)
Laura J. Pyzdrowski (WVU, coordinator)
Judy Silver (Marshall)
Joe Urbanski ( WVUIT)
Diana Munza ( High School Teacher Representative)
WvEB Algebra 9-12 Sub - Committee
Murrell Hoover (Charleston)
Larry Lamb (State Mathematics Coordinator)
Diana Munza (Fairmont)
Debbie Seldomridge (Keyser)
Sue Steinbeck (Parkersburg)
WvEB Course
• A college-level mathematics course for high school students
• The structure of the course allows for concurrent enrollment.
GOALS
• To help students remain in a mathematics pathway while in high school, and allow for a smooth transition into entry level college mathematics
• Increase WV College Going Rates
• Increase WV Math ACT Scores
High School Students
• Experience the Pace of a University Course
• Gain Confidence in Mathematical Ability– Entice students into STEM fields
• Avoid Senior Mathematics Void
Design
• WvEB Algebra and Trigonometry target the “middle track”student.
• WvEB Calculus will target advanced track students.
• Courses are not meant to replace mathematics courses in the high school curriculum.
Design• Higher Education Instructor of Record
• High School Teacher Facilitator
• Use of Content Standards and Objectives– Algebra III credit
• Students are counseled as to course appropriateness.
Design• Students use a graphing utility/graphing
calculator.
• Students work in groups when appropriate.
• Students will be exposed to problem solving in context.
• Students make connections among tables of numbers, algebraic analysis, and graphs.
WvEB Mathematics Course Components
• Reading Assignments (Text Component)• Lectures (CD Component or video streaming)• Laboratories (School Lab/CD/Web Component)• Homework (Text Component)• Homework Quizzes (Web Component)• Tests (Given at High School Site and Proctored)• Facilitator Input• Instructor/Facilitator/Student Communication
(Web Component)• Pilot of Online Tutoring ( MathChat)
Facilitator• The facilitator for the project must be a certified
high school mathematics teacher,
• must apply to the institution of record,
• is the instructor of record for the high school credit portion of the course,
• and must attend professional development sessions to become familiar with the technological components of the course as well as the course material and requirements.
Duties of Facilitator
• Monitoring tests in a supervised setting
• Sending or giving student materials to the instructor of record
• Handing graded materials back to the students
• Facilitating with homework assignments
Duties of Facilitator
• Assisting and guiding students who need help with content of the course
• Supervising computer laboratories and guiding student groups when needed through difficult laboratory topics
• Making sure that the computer facilities are functioning and reporting malfunctions to the appropriate support staff and the instructor of record
Duties of Facilitator
• Assisting in counseling as to the appropriateness of the course for interested students
• Consulting with regard to content selection, and development
Duties of Facilitator
• The facilitator will be the "eyes and ears" for the higher education instructor of record and will provide information about student concerns and in-class performance.
• Serve as consultants on NSF CCLI grant. Dr. Michael Mays, CCLI PI
Dr. Laura J. Pyzdrowski, CCLI Co-PI
WvEB “Perks” ( WVU)
• “Salary” of $80/student for up to 10 students. For 10 students or more the “salary” is $1000
• To teacher if offered outside of school day
• To county if offered during school day
• No Minimum number of students required
StructureThe structure at each site will vary.
Students meet during scheduled times to discuss and do mathematics and take tests. ( Contact hours)
There are supervised group work for the interactive computer laboratories.
WvEB Eligibility• An overall GPA of 3.0
• An earned “C” or better in Algebra 1, Algebra 2, and Geometry – in addition, WvEB Trig requires a “C” or better in WvEB
Algebra
• High School permission for the student to take the course – Some High Schools have additional requirements.
• Meet other institutional entry requirements
Software/Hardware Requirements:
• Windows 98, Me, 2000 or XP system
• Internet Explorer and Media Player
• A sound card and CD-ROM drive
WvEB AlgebraWVU-Morgantown Sites
• Clay-Battelle High School • Elkins High School • Hedgesville High School• Liberty High School • Moorefield High School• Morgantown High School• Robert C. Byrd High School• Roane County High School• South Harrison High School• Trinity High School• Tygarts Valley High School• University High School• Preston County High School (Fall 2007)
WvEB AlgebraOther Sites
• Concord: Cecilia Fizer – Pike View High School
– Interest from Princeton and Bluefield High School
• Fairmont: Switched to WVU sites in Fall 2006
– Fairmont Senior High
– Fairmont East High School
– Marion County Technical Center
– North Marion High School
WvEB TrigonometryWVU-Morgantown Sites
• Clay-Battelle High School • Elkins High School• Fairmont Senior High School• Liberty High School• Morgantown High School• North Marion High School• Robert C. Byrd • Roane County High School• Trinity High School• Tygart’s Valley High School• University High School• Preston County High School (Spring 2008)
WvEB AlgebraInitial Results
• 29 Student Participants in Fall 2000
Grade A B C D F WNumber 6 11 4 1 7
WvEB AlgebraInitial Results
Course WVU WvEB Algebra Total WvEB Algebra WVU On Campus AlgebraSemester Fall 2000 Fall 2000 Fall 2000
Grade Avg. 2.9 3.1 2D/F/W rate 10% 28% 47%
WvEB AlgebraResults Fall 2000
Table t Test For Pre and Post Accuplacer Scores For WvEB Fall 2000
Time of Test M SD t
Pre 36.81 17.29-3.37 *
Post 49.04 22.29
* p< .005
Scores on Accuplacer
• Scores of 40 or less : < 20th percentile
• Scores of 41 to 62: 20th - 50th percentile
• Scores of 63 to 85: 50th - 80th percentile
• Scores of 86 to 102: 80th - 90th percentile
• Scores of 103 to 120: 90th - 100th percentile
WvEB Student Participation
WvEB Algebra Student Participation WvEB Trigonometry Student Participation
Fall 2000 29 students
Spring 2001 50 students
Fall 2001 20 students
Spring 2002 107 students
Fall 2002 105 students
Spring 2003 67 students Spring 2003 83 students
Fall 2003 218 students
Spring 2004 100 students Spring 2004 161 students
Fall 2004 181 students
Spring 2005 94 students Spring 2005 165 students
Fall 2005 196 students
Spring 2006 111 students Spring 2006 158 students
Fall 2006 257 students
Spring 2007 95 students Spring 2007 174 students
WvEB Algebra2003-2004 Results
• 318 Student Participants
• 8 percent D/F/W rate
Grade A B C D F WNumber 152 113 27 15 3 8
Accuplacer ScoresWvEB Algebra; n=265Fall 2003 - Spring 2004
Table t Test For Accuplacer Scores For WvEB Alg Fall 2003-Spring 2004
Time of Test M SD t
Pre Alg 43.24 17.7*-9.7
Post Alg 54.9 21.6
* p< .0001
Scores on Accuplacer
• Scores of 40 or less : < 20th percentile
• Scores of 41 to 62: 20th - 50th percentile
• Scores of 63 to 85: 50th - 80th percentile
• Scores of 86 to 102: 80th - 90th percentile
• Scores of 103 to 120: 90th - 100th percentile
WvEB TrigonometrySpring 2004 Results
• 161 Student Participants
• 4 percent D/F/W rate
A B C D F W I99 48 8 1 2 2 1
Accuplacer ScoresWvEB Trig; n=53
Spring 2004 Table t Test For Accuplacer Scores For WvEB Trig Fall 2003-Spring 2004
Time of Test M SD t
PreTrig 50 18.5*-3.30
Post Trig 59.55 25.9
* p=.0017
Scores on Accuplacer
• Scores of 40 or less : < 20th percentile
• Scores of 41 to 62: 20th - 50th percentile
• Scores of 63 to 85: 50th - 80th percentile
• Scores of 86 to 102: 80th - 90th percentile
• Scores of 103 to 120: 90th - 100th percentile
Accuplacer ScoresWvEB Math; n=53
Fall 2003 - Spring 2004
Table t Test For Accuplacer Scores For WvEB Math Fall 2003-Spring 2004
Time of Test M SD t
Pre Alg 39.58 15.3*-5.9
Post Trig 59.55 25.9
* p< .0001
Scores on Accuplacer
• Scores of 40 or less : < 20th percentile
• Scores of 41 to 62: 20th - 50th percentile
• Scores of 63 to 85: 50th - 80th percentile
• Scores of 86 to 102: 80th - 90th percentile
• Scores of 103 to 120: 90th - 100th percentile
WvEB AlgebraFall 2004 Results
• 181 Student Participants
• 1.7 percent D/F/W rate.
Grade A B C D F WNumber 98 61 19 1 1 1
WvEB AlgebraSpring 2005 Results
• 94 Student Participants
• 4.5 percent D/F/W rate.
Grade A B C D F WNumber 38 45 7 1 3
WvEB TrigonometrySpring 2005 Results
• 165 Student Participants• 6.3 percent D/F/W rate
A B C D F W I96 45 16 2 2 2 2
ACT Test
• Most students in West Virginia high schools take the ACT test .
• At the time of the study, there was an ACT Math Task force in West Virginia.
• Similar studies in follow-up courses such as Trigonometry are being analyzed.
Data Analysis Fall 2004-Spring 2005
• As a group, students enrolled in WvEB Algebra improved their mean ACT scaled score from 21.22 to 22.74.
This analysis was done using an ANOVA to assess whether there were differences between the ACT pretest and the ACT posttest . There was a significant difference between the tests, F(1, 227) = 37.356, p < .001, such that students performed better on the posttest (M =22.74, SD = 3.99) than on the pretest (M = 21.22, SD = 3.95).
Matched Pair Study in Fall 2004
• 59 students enrolled in the WvEB College Algebra course from one local high school were matched with students enrolled in on-campus College Algebra.
Matched Pair Study in Fall 2004• The goal of the matched pairs was to get a
homogenous sample of the on-campus students for comparison against the WvEB students.
• Matched according to gender – papers drawn from a hat and coin tosses– done by research assistant
Matched Pair – On Campus
• Completed Algebra I, Algebra II, and Geometry in high school with a “C” or better
• At least a 3.0 high school grade point average
• On-campus students were first semester freshman who had just graduated from high school
Data Analysis
• Using scaled scores, paired-samples t-tests were used to determine whether differences existed between the two groups on the ACT.
Data AnalysisFall 2004
Group N Mean SD t Sig.
ACT Pretest WvEB 59 20.19 4.99 0.808 0.423Campus 59 20.78 2.96
ACT Posttest WvEB 50 21.12 3.63 2.302 .026*Campus 50 22.66 2.94
Note: The asterisk (*) denotes statistical significance at the .05 level.
Scaled ACT analyses for matched-pairs of WvEB and on-campus students enrolled in College Algebra.
Discussion
• In 2005, West Virginia’s math ACT average of 19.3 as compared to the National average of 20.7 had West Virginia tied for having the 5th lowest average math ACT score in the nation.
Discussion
• Campus pre score of 20.78 and post score of 22.66 are less than the score of 23 required.
• Students are also admitted into the course – algebra workshop – departmental placement test score
• It is conjectured that students are not putting in the effort that they would in a real ACT testing.
Ongoing Efforts for WvEB 04-05 Study
• Track through subsequent math courses
• Analysis of questionnaire given to high school students in the fall 2004 semester
In the News
• Flat Math Score Trends with More AP courses– “U.S. high school students are taking tougher classes,
receiving better grades and, apparently, learning less than their counterparts of 15 years ago.”
From The Los Angeles Times, Thursday, February 22, 2007. See http://www.latimes.com/la-me-student23feb23,0,2368105.story
Rigorous College Level Courses
• First and foremost a college level course– Supervised or taught by higher education
faculty members
• Support High School CSOs with more rigor and relevance in freshman level mathematics courses
West Virginia Higher Education Math Task Force - 2002
• For those students entering a liberal arts/business major, it is strongly recommended that the senior year course promote algebraic thinking skills.
? Questions ?
• This slide show available– www.wvebmath.ws
• For more information, email: – [email protected]– [email protected]– [email protected]