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Pre-College Math-Workshop and Freshman Achievement
Ronald G. Taylor and Gary R. Hanson
The Journal of Educational Research
Vol. 63, No. 4 (Dec., 1969), pp. 157-160
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27535949
Page Count: 4
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The basic purpose of this study was to investigate the effects of a week-long mathematics workshop on first quarter grades of entering engineering students. A secondary purpose was to examine the effects of the workshop on attrition. Because of significantly higher key background achievement and test scores (H. S. math grades, ACT math, ACT composite, MSAT and MMT scores) and predicted grades, the initial expectation was that the control group would obtain higher grades. The results support a different conclusion. The mathematics workshop group obtained higher actual mathematic grades than had been predicted and the control group obtained significantly lower grades than predicted. Workshop participants' mathematics grades were not significantly higher than the control group. However, the workshop participants' cumulative GPA was significantly higher than the control group. The attrition rates of the workshop group was considerably lower than the control group, and there was a higher percentage of workshop students with a 2.00 CGPA after 1 year.
The Journal of Educational Research © 1969 Taylor & Francis, Ltd.