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Georgia Journal of Science

Abstract

A section of College Algebra was redesigned to consist of best practices in instruction and assessment, a lower enrollment, and a required lab component in an effort to improve student performance. This pilot course consisted of instructional methods such as whole class instruction, small group instruction, and student presentations. Additional course revisions included a writing component using personal reflections, an additional lab component, a software package aligned with the adopted textbook, and bi-weekly progress reports. There was a statistically significant increase from pretest to posttest, as determined by a T-test. Other comparative analyses showed the course had the highest passing rate in the department. This class had the highest average on the departmental final exam. The faculty member teaching the course also had a higher passing rate when compared to courses she taught during previous semesters. According to these results based on student performance, this course was deemed successful.

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