Matriculate and remediate: An alternative approach to math remediation at a 2-year college
Welcome, Natalie Banks
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This mixed methods action research study examines the academic experiences of students enrolled in College Algebra at a 2-year college. The course involved 16 college students, some not having met prerequisite requirements and all having unlimited access to remediation tools–accommodating resources and support services embedded within the context of the course. Student test scores, including self-efficacy exam scores, placement exam scores, and final exam scores, along with the instructor’s research journal, were analyzed. It has been determined that students with developmental math needs will have difficulty completing College Algebra, although completion can be achieved. Institutional policy changes have been recommended.