• Home
• Class Schedule
• Courses
• Course Resources for Students
• Degree Programs
• Developmental Math
• Faculty
• Math Resources
• Math Study Center
• Math Study
  Center Report
• Math Workshops Calendar
• Program Description
• Self Assessment Test
• Student Preparation for Final Exams

Math Study Center Report

In 1987, the Math Department acquired 40 computers and borrowed space in the Learning Resource Center to start a program which would complement math courses. The facility was eventually moved to rooms 356 and 376 and renamed the Math Study Center. Students may work on computer tutorials and/or receive help with math assignments from the tutoring staff. The goal of the Math Study Center is to promote success, retention, and persistence of math students at Grossmont College. To determine if the goal was being met, research was conducted during fall semester, 1995, spring of 1996 and again in fall of 2000.

Definitions

Math Study Center (MSC) students were defined as those who made use of the MSC at least once during the semester, thereby registering in the MSC's database (N=917). These students were enrolled in at least one math course during the fall 1995 semester. Non-Math Study Center (Non-MSC) students were defined as those students enrolled in at least one math course during fall 1995, who were NOT registered in the MSC's database (N=3574). Success, as used in this study, means a student received a grade of A, B, C, or Credit in his math course.

Procedure

MSC and Non-MSC students were examined on demographic and performance variables. The demographic comparisons included gender, ethnicity, and age. Performance comparisons were made in terms of semester units completed, semester grade point average (GPA), grade distribution in math course work, overall success rates and withdrawal rates in math courses. In addition, these factors were compared for specific math courses.

Results

Data were gathered during the fall semester, 1995. In terms of ethnicity, there was a slightly higher percentage of Asians in the MSC group than in the Non-MSC group. All other ethnic groups were represented in slightly greater percentages in the Non-MSC group. There were approximately the same percentage of males and females in the MSC group as in the Non-MSC group. The students in the MSC group, on average, were significantly older than those in the Non-MSC group (F=56.28, p<.01). Younger students were more highly represented in the Non-MSC group.

Overall Performance

Students who used the MSC, on average, completed more semester units than the Non-MSC students. The MSC students also scored a significantly higher semester GPA than their Non-MSC counterparts. In math course work, MSC students had over a 20% higher sucess rate (A, B, C, or Credit) than the Non-MSC group. Students who used the MSC also had about a 20% lower withdrawal rate than those who did not use the MSC.

Results by Course

The table below shows success rates by course number for the following courses:

Success Rates by Course Number

(In Percent)

Results by Age

The study shows that as students get older, in general, success rates increase slightly. A series of Chi Square analyses demonstrated a significant average difference (p<.01) of about 20% for all age groups with the exception of the over 50 group, which did not have enough students to analyze statistically. However, it is important to note that the differences between MSC and Non-MSC groups remained somewhat constant across the age groups. Therefore, effects of the MSC can be seen regardless of the students' ages.

Success Rates by Age

(In Percent)

Conclusions

Students who used the MSC, on average, had 20% higher success rates in math than Non-MSC students. Students who used the MSC during the fall 1995 semester also completed more units and received a higher GPA overall than students who did not use the MSC.

However, a few cautionary notes need to be mentioned. As with any retrospective study of this type, it is difficult to separate out differences attributable to program effects versus differences attributable to student endogenous characteristics, such as motivation. Students who take advantage of the MSC may be inherently different from those who have the opportunity, but do not use the MSC. Even with the possibility of some self selection bias, the analyses show positive differences in performance measures between students who use the MSC and those who do not, across different courses and across different age ranges.

For a full report, or if you have further questions regarding this research please contact:
The Office of Institutional Research and Planning at (619) 465-1700 x735. 

Apply & Enroll | Departments | Help for Students | Find People | Online Services | Campus Information | Student Activities

Grossmont College 8800 Grossmont College Dr.  El Cajon, CA  92020 (619) 644-7000

Send feedback on this site to the web team.

Cuyamaca College | Grossmont-Cuyamaca District Offices | Legal Disclaimer