Increase Online Students' Retention-Success Rates - amatyc
Increasing Online Students’ Retention/Success Rates by Changing Mindset Christine Mirbaha AMATYC 41st Annual Conference New Orleans, Louisiana November 19, 2015 S-046
CCBC The Community College of Baltimore County
Affective Factors ●
Krathwohl, Bloom, and Masia o a.k.a. Krathwohl’s Taxonomy o Five major categories o o o o o
Receiving phenomena Responding to phenomena Valuing Organization Internalizing values (characterization)
Affective Factors ●
Attributes focus for project o Beliefs o Values
o Attitudes o Emotions (feelings)
Rationale for Classroom Study
Students’ attitudes toward their mathematical ability affects their performance in the mathematics classroom ◦ A positive attitude results in: o A stronger mathematics skill set o Higher student retention o Higher success rates
◦ Students with low self-esteem or low selfexpectations: o Become frustrated easily o Struggle to succeed
Design and Implementation ● First Day Survey o o o
Mathematics attitudes Student expectations Demographics
● Positive Thoughts o
Write down positive word(s) about math class every day
● Last Day Survey o
To determine outcomes
Semester Observations ● Increased positive attitudes toward mathematics in general ● No students dropped during the semester ● Students came prepared for every class o o
More homework completed Read ahead for each class
● Everyone contributed to the class every day ● Self-esteem improved in general
Successful Completion in the Face-toFace Classes – Spring 2014 Pass Rates
o CCBC – MATH 081 Spring 2014: ~48.6% o CCBC – MATH 083 Spring 2014: ~51.1% o MATH 081 9D1 Spring 2014: 100% o MATH 083 DLA Spring 2014: ~65.2%
Successful Completion in the Face-toFace Classes – Fall 2014 Pass Rates
o CCBC – MATH 082 Fall 2014: ~53% o MATH 082 9D1 Fall 2014: ~92.3% o MATH 082 DNA Fall 2014: ~56.5%
Successful Completion in the Faceto-Face Classes – Spring 2015 Pass Rates
o CCBC – MATH 081 Spring 2015: ~54% o CCBC – MATH 083 Spring 2015: ~52.9% o MATH 081 DLA Spring 2015: ~62.5% o MATH 081 DMA Spring 2015: ~57.9% o MATH 083 9D1 Spring 2015: 92.9%
Comparison of Completer Success Rates in My Face-to-Face Classes by Semester
Spring 2014 o80% of completers passed
Fall 2014 o75.8% of completers passed
Spring 2015 o85% of completers passed
Rationale for Focus on Online Students
Historically, online mathematics classes have low success and retention rates o Students tend to procrastinate o Students lack enthusiasm about learning
Effects of changing students’ mindsets to a more positive outlook toward mathematics (as well as toward themselves) o May increase student retention and success rates o May decrease students’ test anxiety levels o May increase students’ overall self-esteem
Focus on the affective characteristics of success o Powerful and effective tools necessary to succeed in life
Project Goals
Students will oFoster a positive attitude toward mathematics oIncrease retention and success rates in online mathematics classes oBecome more confident in their ability to use mathematics o Possibly positively affect other areas of study o Attitude positively affect others (peers, children, coworkers, etc.)
oIncrease overall self-esteem
Design and Implementation
Collection of baseline data on students’ attitudes toward mathematics, self-esteem, and previous mathematics performance history Weekly submission of something positive about themselves and/or their experience with mathematics via various prompts o Some planned well in advance o Others based on student feedback/postings o Feedback on assessments highlighting the positive aspects of student performance
Personal outreach to students (individually) as appropriate for positive reinforcement Collection of feedback at end of semester reflecting changes in attitude and performance Retention/success rates for the class compared to comparable sections Comparison to previous semesters’ performances for online sections of the same course
Completion Rates in the Online Classes ● ● ●
Online Course Completion Rates CCBC – MATH 081 Spring 2015: ~55.9% CCBC – MATH 083 Spring 2015: ~70.4% CCBC – MATH 163 Spring 2015: ~76.1%
● ● ●
My Online Class Completion Rates MATH 081 WD1 Spring 2015: ~38.1% MATH 083 WD2: 70% MATH 163 WD1: ~60.9%
Completer Success Rates in the Online Classes ● ● ●
Online Course Pass Rates CCBC – MATH 081 Spring 2015: ~38.0% CCBC – MATH 083 Spring 2015: ~45.8% CCBC – MATH 163 Spring 2015: ~60.9%
● ● ●
My Online Class Pass Rates MATH 081 WD1: 62.5% MATH 083 WD2: 100% MATH 163 WD1: ~85.7%
Comparison of Overall Success Rates in My Online Classes by Semester
Spring 2014 o44.05% of completers passed
Fall 2014 o53.09% of completers passed
Spring 2015 o45.31% of completers passed
Anecdotal Results
Students’ attitudes toward mathematics improved overall
Grades for completers were higher than the CCBC average
Students had more meaningful interactions with their classmates
Samples of Student Postings During the Semester
Feedback from Students
Enjoyed interacting with classmates without it being only problem solving
Hearing others helped them become more positive
Too many prompts – asked that the number of times needing to respond be reduced in future
Going Forward Improve
design
oHave students post comments, but not as often oHave students journal affirmations
Contact
students more frequently
oProvide personalized messages to students that highlight a positive accomplishment weekly
Track students from Spring 2015 semester online classes in their subsequent mathematics class(es)
Questions or Comments?
Thank you! Christine Mirbaha CCBC Dundalk 7200 Sollers Point Road Baltimore, MD 21222-4649 443-840-3173 [email protected]
References
Bai, H., Wang, L., Pan, W., & Frey, M., “Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale”. Journal of Instructional Psychology, 36 (3), pages 185-193, (2009). Retrieved from http://www.thefreelibrary.com/Measuring+mathematics+anxiety:+psychometric+analysis +of+a...-a0211235540 Baldwin, Ebert-May, & Burns, Baldwin Confidence Survey Form (1999). Retrieved from http://www2.uwstout.edu/content/lib/thesis/2003/2003wittrosed.pdf Clutts, David W. Mathematics Self-Efficacy of Community College Students in Developmental Mathematics Courses (Dissertation: Liberty University, October 2010) Dweck, Carol S., Ph.D., Mindset: The New Psychology of Success (New York: Random House, 2006) Grootenboer, Peter, and Brian Hemmings, “Mathematics Performance and the Role Played by Affective and Background Factors”. Retrieved from http://www.merga.net.au/documents/MERJ_19_3_Grootenboer.pdf Grootenboer, Peter, and M. Marshman, Chapter 2 “The Affective Domain, Mathematics and Mathematics Education”. Mathematics, Affect and Learning (Singapore: Springer Science+Business Media, 2016), pages 13 – 33. Retrieved from http://www.league.org/publication/leagueconnections/2014_11_Learning%20Abstracts_ AssessingAffectiveFactors.pdf
References
Kauffman, Heather. "A review of predictive factors of student success in and satisfaction with online learning." Research in Learning Technology [Online], 23 (2015): n. pag. Web. 16 Nov. 2015. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/26507 Markle, Ross and Terry O’Banion, “Assessing Affective Domain Factors to Improve Retention and Completion”. Learning Abstracts, League of Innovation in the Community College, 17 (11), November 2014. Retrieved from http://www.league.org/publication/leagueconnections/2014_11_Learning%20Abstracts_ AssessingAffectiveFactors.pdf Kim, ChanMin, Seung Won Park and Joe Cozart, “Affective and Motivational Factors of Learning in Online Mathematics Courses” . British Journal of Educational Technology, 45 (1), pages171 – 185 (2014). Retrieved from http://mathedseminar.pbworks.com/w/file/fetch/93648665/Kim%20et%20al.%20%202014%20%20Affective%20and%20motivational%20factors%20of%20learning%20in%20online%20 mathematics%20courses.pdf Saritas, Tuncay, and Omur Akdemir, “Identifying Factors Affecting the Mathematics Achievement of Students for Better Instructional Design”, (December 2009). Retrieved from http://itdl.org/Journal/Dec_09/article03.htm Tapia, Martha, Marsh, George E. II, Attitude Toward Mathematics Inventory (ATMI) Survey Form. Retrieved from http://www.rapidintellect.com/AEQweb/cho25344l.htm
Note to Viewers of This PowerPoint
This copy does not include the notes asked for by attendees to this session – the files were too large and need to be separate from this PowerPoint.
I will be uploading this presentation, the surveys used, and prompts used in my online classes to the AMATYC website.
CCBC The Community College of Baltimore County
Affective Factors ●
Krathwohl, Bloom, and Masia o a.k.a. Krathwohl’s Taxonomy o Five major categories o o o o o
Receiving phenomena Responding to phenomena Valuing Organization Internalizing values (characterization)
Affective Factors ●
Attributes focus for project o Beliefs o Values
o Attitudes o Emotions (feelings)
Rationale for Classroom Study
Students’ attitudes toward their mathematical ability affects their performance in the mathematics classroom ◦ A positive attitude results in: o A stronger mathematics skill set o Higher student retention o Higher success rates
◦ Students with low self-esteem or low selfexpectations: o Become frustrated easily o Struggle to succeed
Design and Implementation ● First Day Survey o o o
Mathematics attitudes Student expectations Demographics
● Positive Thoughts o
Write down positive word(s) about math class every day
● Last Day Survey o
To determine outcomes
Semester Observations ● Increased positive attitudes toward mathematics in general ● No students dropped during the semester ● Students came prepared for every class o o
More homework completed Read ahead for each class
● Everyone contributed to the class every day ● Self-esteem improved in general
Successful Completion in the Face-toFace Classes – Spring 2014 Pass Rates
o CCBC – MATH 081 Spring 2014: ~48.6% o CCBC – MATH 083 Spring 2014: ~51.1% o MATH 081 9D1 Spring 2014: 100% o MATH 083 DLA Spring 2014: ~65.2%
Successful Completion in the Face-toFace Classes – Fall 2014 Pass Rates
o CCBC – MATH 082 Fall 2014: ~53% o MATH 082 9D1 Fall 2014: ~92.3% o MATH 082 DNA Fall 2014: ~56.5%
Successful Completion in the Faceto-Face Classes – Spring 2015 Pass Rates
o CCBC – MATH 081 Spring 2015: ~54% o CCBC – MATH 083 Spring 2015: ~52.9% o MATH 081 DLA Spring 2015: ~62.5% o MATH 081 DMA Spring 2015: ~57.9% o MATH 083 9D1 Spring 2015: 92.9%
Comparison of Completer Success Rates in My Face-to-Face Classes by Semester
Spring 2014 o80% of completers passed
Fall 2014 o75.8% of completers passed
Spring 2015 o85% of completers passed
Rationale for Focus on Online Students
Historically, online mathematics classes have low success and retention rates o Students tend to procrastinate o Students lack enthusiasm about learning
Effects of changing students’ mindsets to a more positive outlook toward mathematics (as well as toward themselves) o May increase student retention and success rates o May decrease students’ test anxiety levels o May increase students’ overall self-esteem
Focus on the affective characteristics of success o Powerful and effective tools necessary to succeed in life
Project Goals
Students will oFoster a positive attitude toward mathematics oIncrease retention and success rates in online mathematics classes oBecome more confident in their ability to use mathematics o Possibly positively affect other areas of study o Attitude positively affect others (peers, children, coworkers, etc.)
oIncrease overall self-esteem
Design and Implementation
Collection of baseline data on students’ attitudes toward mathematics, self-esteem, and previous mathematics performance history Weekly submission of something positive about themselves and/or their experience with mathematics via various prompts o Some planned well in advance o Others based on student feedback/postings o Feedback on assessments highlighting the positive aspects of student performance
Personal outreach to students (individually) as appropriate for positive reinforcement Collection of feedback at end of semester reflecting changes in attitude and performance Retention/success rates for the class compared to comparable sections Comparison to previous semesters’ performances for online sections of the same course
Completion Rates in the Online Classes ● ● ●
Online Course Completion Rates CCBC – MATH 081 Spring 2015: ~55.9% CCBC – MATH 083 Spring 2015: ~70.4% CCBC – MATH 163 Spring 2015: ~76.1%
● ● ●
My Online Class Completion Rates MATH 081 WD1 Spring 2015: ~38.1% MATH 083 WD2: 70% MATH 163 WD1: ~60.9%
Completer Success Rates in the Online Classes ● ● ●
Online Course Pass Rates CCBC – MATH 081 Spring 2015: ~38.0% CCBC – MATH 083 Spring 2015: ~45.8% CCBC – MATH 163 Spring 2015: ~60.9%
● ● ●
My Online Class Pass Rates MATH 081 WD1: 62.5% MATH 083 WD2: 100% MATH 163 WD1: ~85.7%
Comparison of Overall Success Rates in My Online Classes by Semester
Spring 2014 o44.05% of completers passed
Fall 2014 o53.09% of completers passed
Spring 2015 o45.31% of completers passed
Anecdotal Results
Students’ attitudes toward mathematics improved overall
Grades for completers were higher than the CCBC average
Students had more meaningful interactions with their classmates
Samples of Student Postings During the Semester
Feedback from Students
Enjoyed interacting with classmates without it being only problem solving
Hearing others helped them become more positive
Too many prompts – asked that the number of times needing to respond be reduced in future
Going Forward Improve
design
oHave students post comments, but not as often oHave students journal affirmations
Contact
students more frequently
oProvide personalized messages to students that highlight a positive accomplishment weekly
Track students from Spring 2015 semester online classes in their subsequent mathematics class(es)
Questions or Comments?
Thank you! Christine Mirbaha CCBC Dundalk 7200 Sollers Point Road Baltimore, MD 21222-4649 443-840-3173 [email protected]
References
Bai, H., Wang, L., Pan, W., & Frey, M., “Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale”. Journal of Instructional Psychology, 36 (3), pages 185-193, (2009). Retrieved from http://www.thefreelibrary.com/Measuring+mathematics+anxiety:+psychometric+analysis +of+a...-a0211235540 Baldwin, Ebert-May, & Burns, Baldwin Confidence Survey Form (1999). Retrieved from http://www2.uwstout.edu/content/lib/thesis/2003/2003wittrosed.pdf Clutts, David W. Mathematics Self-Efficacy of Community College Students in Developmental Mathematics Courses (Dissertation: Liberty University, October 2010) Dweck, Carol S., Ph.D., Mindset: The New Psychology of Success (New York: Random House, 2006) Grootenboer, Peter, and Brian Hemmings, “Mathematics Performance and the Role Played by Affective and Background Factors”. Retrieved from http://www.merga.net.au/documents/MERJ_19_3_Grootenboer.pdf Grootenboer, Peter, and M. Marshman, Chapter 2 “The Affective Domain, Mathematics and Mathematics Education”. Mathematics, Affect and Learning (Singapore: Springer Science+Business Media, 2016), pages 13 – 33. Retrieved from http://www.league.org/publication/leagueconnections/2014_11_Learning%20Abstracts_ AssessingAffectiveFactors.pdf
References
Kauffman, Heather. "A review of predictive factors of student success in and satisfaction with online learning." Research in Learning Technology [Online], 23 (2015): n. pag. Web. 16 Nov. 2015. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/26507 Markle, Ross and Terry O’Banion, “Assessing Affective Domain Factors to Improve Retention and Completion”. Learning Abstracts, League of Innovation in the Community College, 17 (11), November 2014. Retrieved from http://www.league.org/publication/leagueconnections/2014_11_Learning%20Abstracts_ AssessingAffectiveFactors.pdf Kim, ChanMin, Seung Won Park and Joe Cozart, “Affective and Motivational Factors of Learning in Online Mathematics Courses” . British Journal of Educational Technology, 45 (1), pages171 – 185 (2014). Retrieved from http://mathedseminar.pbworks.com/w/file/fetch/93648665/Kim%20et%20al.%20%202014%20%20Affective%20and%20motivational%20factors%20of%20learning%20in%20online%20 mathematics%20courses.pdf Saritas, Tuncay, and Omur Akdemir, “Identifying Factors Affecting the Mathematics Achievement of Students for Better Instructional Design”, (December 2009). Retrieved from http://itdl.org/Journal/Dec_09/article03.htm Tapia, Martha, Marsh, George E. II, Attitude Toward Mathematics Inventory (ATMI) Survey Form. Retrieved from http://www.rapidintellect.com/AEQweb/cho25344l.htm
Note to Viewers of This PowerPoint
This copy does not include the notes asked for by attendees to this session – the files were too large and need to be separate from this PowerPoint.
I will be uploading this presentation, the surveys used, and prompts used in my online classes to the AMATYC website.
