1. Redesign of Beginning and Intermediate Algebra Lessons Learned Cheryl J. McAllister Laurie W. Overmann Pradeep Singh Southeast Missouri State University

2. Plan  Develop a technology based developmental algebra course to improve student success rates not only in this new algebra course but also in future courses requiring algebra.

3. Do  Two classrooms were converted to computer labs specifically for using the mathematics learning software ALEKS.  Two new courses were developed which used ALEKS software as the primary content delivery system (MA101: Beginning Algebra, MA102: Intermediate Algebra) to replace the traditional lectures courses (MA090 and MA095).  More than 5000 students have taken MA101/102 since Fall 2009.  The Department of Mathematics faculty and graduate assistants are involved in teaching these courses.

4. Check  Data about student performance and attitudes was obtained from ALEKS and analyzed.  Institutional Research provided data that were used to identify factors responsible for student success.  Academic advisors and Learning Assistance Programs provided feedback.

5. Act  A strict attendance policy was implemented in Spring 2011.  The Department of Mathematics started a new course Fall 2011 – MA050 (Basic Math Skills) for students coming with an ACT score of 14 or below with the same attendance policy as MA101/102.  MA101/102 was redesigned in Fall 2011 to make it more structured with:  linear progression with specific deadlines for progress  required notebook of work and notes of mini-lectures  In-class exams and quizzes.

6. Continuous increase in success rate. The following table shows the grade distribution for the students enrolled in Fall 2010 and Spring 2011. (First redesign) Fall 2010Grade#StudentsPercentage MA101 CR 434 48.14 F 368 41.07 W 93 10.38 MA102 CR 203 62.00 F 103 31.31 W 22 6.69 Spring 2011 MA101 CR 197 58.81 F 135 40.3 X 3 0.9 MA102 CR 366 72.62 F 137 27.18 X 00

7. Second Redesign Fall 2011Grade # students Percentage MA101 CR 354 63.78 F 171 30.81 W 30 5.41 MA102 CR 175 72.02 F 62 25.51 W 6 2.47 Spring 2012 MA101 CR 168 64.40 F 93 35.6 MA102 CR 413 74.20 F 14425.80

8. The data collected from ALEKS gives percentage of objectives mastered by a student. The following table gives the assessment results. Student mastering 33% or more objectives in a semester was considered a ‘success.’ Initial Assessment Final Assessment Objectives Completed Success Rate Number of Students Fall 2009 11.3542.2630.9149.20%1067 Spring 2010 15.2347.5432.3154.33%900 Fall 2010 12.1946.3134.1260.06%1232 Spring 2011 15.4859.3743.8877.00%891 Fall 2011 13.7854.3040.5276.00%798 Total4888

9. Effectiveness of the teaching and learning process of MA101/102 was longitudinally tracked by collecting data from MA134 College Algebra. College algebra has a common final. Performance of the students on this final with different pre-requisites – ACT of 21 or above, MA095, and MA102, who were taking College Algebra, was compared. Prerequisite #StudentsScoreSuccess ACT 103158.8251% MA095 10937.0414% MA102 41147.6431% Transfer 13346.1527% Other 9664.6059% Unknown 19159.7750% Total 1971

10. Identifying ‘at risk’ students  While analyzing the data to compare the success rates of students who have taken MA101 with that of MA090, an important finding which came up was that the success rate of students was dependent on their Math ACT scores. The following table gives probability of success in MA101 and MA090 with varying ACT scores.  The Department of Mathematics has started a new course –MA050 (Basic Math Skills) for students coming with an ACT score of 14 and below.  This new course also has the same attendance policy as MA101/102.  The students coming from this course to MA101 should be well prepared, thus increasing the success and retention rate for future math courses. ACT scores Probability of Success in MA101 Probability of Success in MA090 15 0.48090.5145 16 0.51490.5831 17 0.54870.6487

11. Time on Task Essential  After ALEKS data had been gathered and analyzed, one important factor in student success was number of hours spent on ALEKS to master the needed skills. One way of accomplishing this was to make sure that students attend class and work on ALEKS. Therefore, an attendance policy was implemented in Spring 2011. Following table compares average number of hours spent by students and their success rate.  An attendance policy is one of the most ‘effective practices’ that has helped in significantly improving the success rate. Initial Assessment Final Assessment Objectives Completed Hours Spent Success Rate Number of Students Fall 2010 12.1946.3134.1243.3260.06%1232 Spring 2011 15.4859.3743.8853.777.00%891 Fall 2011 13.7854.3040.5247.2576.00%798

12. Lessons learned  The following strategies were integrated into the current MA101/102 course during the Fall 2011 pilot and fully implemented in Spring 2012.  MA101and MA102 have been structured into units and students have deadlines for each unit to move them through the course. The deadlines for covering material keep students from setting too relaxed a pace for success in the course.  All students have to take both computerized assessments and pencil and paper assessments.  Students are required to keep an organized notebook of their work and notes. These are graded twice a semester.  The student’s final grade no longer depends on one ALEKS determined exam, but is assessed as follows:  70% Final exam (instructor generated test administered on-line).  10% Midterm exam (instructor generated test administered on-line).  10% Pencil and paper quizzes over Intermediate Objectives (10 total)  10% Notebooks (collected twice)