A Body-of-Knowledge Builder: Does a carefully designed statistics course enable college students with below-standard ACT Math college readiness scores to significantly increase their earned descriptive statistics assignment grades?
- Jeffrey M. Ulmer (University of Central Missouri)
Abstract
The course Quality Systems Engineering was offered over eight semesters (fall of 2016 to the fall of 2018) in 100% online, face-to-face, and hybrid to undergraduate and graduate students worldwide. While 148 students took the course, only 70 of those students had an ACT Math score. Study results indicate that students earning ACT Math college readiness scores is different and statistically significant (p < 0.001) in comparison to earned descriptive statistics assignment grades for both students earning less than 70% (ACT: 25.2 score) on ACT Math scores (N = 49) and for the composite of all students in this study earning an ACT Math score (N = 70). This means that student knowledge is increasing between the time that students take the ACT Math portion and completing descriptive statistics study in the Quality Systems Engineering course. Study results also indicate that there was no statistically significant difference be- tween students with 70% or greater ACT Math college readiness scores (N = 21) in comparison to earned descriptive statistics assignment grades in this course.
Keywords: ACT|body of knowledge|matematics|statistics|student success
How to Cite:
Ulmer, J. M., (2019) “A Body-of-Knowledge Builder: Does a carefully designed statistics course enable college students with below-standard ACT Math college readiness scores to significantly increase their earned descriptive statistics assignment grades?”, The Journal of Technology, Management, and Applied Engineering 35(2).
Downloads:
Download PDF
View PDF