Main Article Content
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.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
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