Assessing the Emporium Model Through Student Performance and Persistence

Authors

  • KATHY COUSINS-COOPER North Carolina A&T State University, USA
  • Dominic Clemence-MKHOPE North Carolina A&T State University, USA
  • Katrina Nelson North Carolina A&T State University, USA
  • Seongtae Kim North Carolina A&T State University, USA
  • Kelly McMurray College of Southern Maryland, USA

DOI:

https://doi.org/10.31686/ijier.vol7.iss7.1622

Keywords:

mathematics emporium model

Abstract

The mathematics emporium model (MEM) was implemented to improve student success and retention rates. The college algebra course sequence was redesigned using the emporium model to establish consistency, emphasize active learning, modularize course materials, and provide one-on-one personalized on-demand assistance from faculty and teaching assistants. The emporium model ensured consistent content coverage and learning experiences, improved course coherence, and improved quality control. This study compared the course performance of students enrolled in a college algebra and trigonometry course using the MEM and traditional, lecture method.  The results on whether the MEM or traditional students performed better were mixed.  Also, the course effectiveness rates, which examines the successful performance of students enrolled in two successive courses that are associated such that the first course provides the foundation for the second, were similar for both the MEM and traditional methods.

Downloads

Download data is not yet available.

Author Biographies

KATHY COUSINS-COOPER, North Carolina A&T State University, USA

Mathematics Department

Dominic Clemence-MKHOPE, North Carolina A&T State University, USA

Mathematics Department

Katrina Nelson, North Carolina A&T State University, USA

Mathematics Department

Seongtae Kim, North Carolina A&T State University, USA

Mathematics Department

Kelly McMurray, College of Southern Maryland, USA

Institutional Effectiveness and Research

References

Anonymous. (2016). How to engage more African Americans in stem. American Scientist, 104(3), 192-192.

Cousins-Cooper, K., Staley, K., Kim, S., & Luke, N. (2017). The effect of the math emporium instructional method on students' performance in college algebra. European Journal of Science and Mathematics Education, 5(1), 1-13.

Elrod, S., & Kezar, A. (2015). Increasing student success in STEM. Peer Review, 17(2), 4-7. Retrieved from http://ncat.idm.oclc.org/login?url=https://search-proquest-com.ncat.idm.oclc.org/docview/1698319766?accountid=12711

Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America,111(23), 8410-8410.

Gleason, J. (2012). Using technology-assisted instruction and assessment to reduce the effect of class size on student outcomes in undergraduate mathematics courses. College Teaching, 60(3), 87-94.

Graham, M., Frederick, J., Byars-Winston, A., & Handelsman, J. (2013). Increasing persistence of college students in stem. Science, 341(6153), 1455-1456. doi:10.1126/science.1240487

Haak, D., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213-1216. doi:10.1126/science.1204820

Hagerty, G., Smith, S., & Goodwin, D. (2010). Redesigning college algebra: Combining educational theory and web-based learning to improve student attitudes and performance. Primus: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 20(5), 418-437. Retrieved from http://ncat.idm.oclc.org/login?url=https://search-proquest-com.ncat.idm.oclc.org/docview/520536609?accountid=12711

Harper, S. R., Quaye, S. J. (2013) Beyond sameness, with engagement and outcomes for all. In: Harper, S. R., Quaye, S. J. (eds) Student engagement in higher education: Theoretical perspective and practical approaches for diverse population, New York, NY: Routledge

Kuh, G., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. (2006). What matters to student success: A review of the literature. Place of publication not identified: National Postsecondary Education Cooperative.

Kramarski, B., & Hirsch, C. (2003). Using computer algebra systems in mathematical classrooms. Journal of Computer Assisted Learning, 19(1), 35-45. doi:10.1046/j.0266-4909.2003.00004.x

President's Council of Advisors on Science and Technology (U.S.), & United States. Executive Office of the President. (2012). Report to the president, engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, D.C.: Executive Office of the President, President's Council of Advisors on Science and Technology. (2012).

Seymour, E., Hewitt, N., & Friend, C. (1997). Talking about leaving: Why undergraduates leave the sciences. Nature, 386(6625), 566.

Stephens, L., & Konvalina, J. (1999). The use of computer algebra software in teaching intermediate and college algebra. International Journal of Mathematical Education in Science and Technology,30(4), 483-488.

Teed, R., & Slattery, W. (2011). Changes in geologic time understanding in a class for preservice teachers. Journal of Geoscience Education, 59(3), 151-162.

Twigg, C. (2011). The math emporium: Higher education's silver bullet. Change: The Magazine of Higher Learning, 43(3), 25-34.

Xu, Y. (2018). The experience and persistence of college students in stem majors. Journal of College Student Retention: Research, Theory & Practice,19(4), 413-432.

Walker, S., & Senger, E. (2007). Using technology to teach developmental African American algebra students. Journal of Computers in Mathematics and Science Teaching,26(3), 217-231.

Wynegar, R. G., & Fenster, M. J. (2009). Evaluation of Alternative Delivery Systems on Academic Performance in College Algebra. College Student Journal, 43(1), 170. Retrieved from http://ncat.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=36792327&site=ehost-live

Downloads

Published

31-07-2019

How to Cite

COUSINS-COOPER, K., Clemence-MKHOPE, D., Nelson, K., Kim, S., & McMurray, K. . (2019). Assessing the Emporium Model Through Student Performance and Persistence. International Journal for Innovation Education and Research, 7(7), 408–420. https://doi.org/10.31686/ijier.vol7.iss7.1622