Date: February, 2000

Department: Natural Sciences Discipline: Mathematics

Dean: David Malek Associate Dean: Gerald Krusinski

Report Authors: Mathematics Assessment Committee: Anne Belz, Mary Hill, Diane Long, Jeanette Steiner, John Sullivan, Helen Zaleski

Formal assessment of student learning was conducted primarily in Mathematics 131, Precalculus I, and in the developmental math sequence, Mathematics 081, 082, 083.

Due in part to previous informal assessment of the former Mathematics 130 course, the mathematics faculty had voted to eliminate Mathematics 130 and replace it with two courses. Mathematics 128, College Algebra with Applications, is designed for the student who does not need precalculus math, as many of the previous Mathematics 130 students did not. This course uses a graphing calculator and has a greater emphasis on applications. Mathematics 131, Precalculus I, has college algebra and precalculus topics covered with the rigor needed for calculus, and serves as part of the prerequisite for those courses and others. The math assessment committee continued its assessment by giving the same 11 question multiple-choice post-test to students in all sections of Mathematics 131, as was given in the former Mathematics 130 course. Each quarter an item analysis was completed, as well as a contingency table of course grades and post-test results with a Chi square analysis. Students again recorded the course they used as a prerequisite, Mathematics 083, or other. This may be useful in analyzing the developmental sequence, Mathematics 081, 082, 083.

Analysis: Fall Quarter

1) The mean of the post-test scores was 6.96 out of 11, or 63%.

2) The item analysis indicated that students had the most difficulty with the following concepts:

a) Finding the inverse of a function

b) Graphing a polynomial function

3) The four topics that students performed best on were:

a) Using properties of logarithms

b) Finding a composite function

c) Finding the equation of a line

d) Graphing a conic section

Winter Quarter

1) The mean of the post-test scores was 7.18 out of 11, or 65%.

2) The item analysis indicated that students had the most difficulty with the following concepts:

a) Finding the inverse of a function

b) Graphing a polynomial function

3) The three topics that students performed best on were:

a) Using properties of logarithms

b) Finding a composite function

c) Graphing a conic section

Spring Quarter

1) The mean of the post-test scores was 6.96 out of 11, or 63%.

2) The item analysis indicated that students had the most difficulty with the following concepts:

a) Solving a quadratic inequality

b) Graphing polynomial functions

3) The three topics that students performed best on were:

a) Using properties of logarithms

b) Finding a composite function

c) Graphing a conic section

The Chi square analysis showed a significant relationship between course grades and the post-test scores, indicating that course grades were accurate in reflecting the students’ learning outcomes. See the attached for a statistical interpretation of the Chi square analysis. The assessment of the former course, Mathematics 130, showed a mean of 6.6, which is lower than the mean for Mathematics 131 in any quarter. In general, it appears that offering students Mathematics 128 or Mathematics 131 is beneficial.

Action Phase: Each quarter the committee reviewed the results, and topic(s) that needed emphasis or review were noted in the quarterly reports to the mathematics faculty. For example, writing an equation of a line was noted, and the fall, 1999 quarter showed some improvement. The committee will be encouraging faculty to emphasize two other topics which students have consistently shown difficulty with: solving quadratic inequalities and graphing polynomials. In addition, a different textbook was selected for Mathematics 131, with the goal being better preparation for students who will be taking calculus.

Another course that is under study during the 1999-2000 year is Mathematics 128. Two professors are in the process of comparing student learning results for those enrolled in a two-day per week format vs. those enrolled in a five-day per week format.

Analysis: All instructors teaching sections of Mathematics 081, 082, and 083 were surveyed concerning the pace of the course and the course content. The mathematics faculty proposed a number of questions and is gathering data through the Office of Research and Planning regarding the sequence. Attached is the information available to date. This study is not yet complete. In addition, the mathematics assessment committee also plans to do an item analysis on the review questions in the Mathematics 083 Final Exam. The results will be used to examine student learning in regards to the review material in the course.

Action Phase: Based on feedback from the instructors of Mathematics 081, 082, 083, the developmental mathematics committee reviewed material in the course and is currently examining textbooks, in order to select the most appropriate for the coming academic year. Instructors of the sequence continue to have support available to them in the areas of the problem-solving component, how to incorporate review, and in writing final exams for the 081 and 082 courses. This support consists of sample items, as well as the resource of professors serving on the committee, and is intended to improve the learning process for students.