CASE STUDY WebAssign ® Increasing Passing Rates in Beginning Algebra University of Wisconsin–Green Bay University of Wisconsin Green Bay, WI
CASE STUDY
WebAssign® Increasing Passing Rates in Beginning Algebra
University of Wisconsin–Green Bay
University of WisconsinGreen Bay, WI
WebAssign®: Increasing Passing Rates in Beginning Algebra — UWGB
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The University of Wisconsin-Green Bay (UWGB) was founded in 1965 as a public
institution of higher learning and now enrolls approximately 6,600 classroom
learners in a variety of undergraduate, graduate, and adult learning programs.
Sherri Urcavich, UWGB mathematics faculty member and Coordinator for Remedial
Education, redesigned their developmental mathematics course, focusing on
beginning algebra in hopes of improving pass rates and overall retention. Originally
designed to prepare non-traditional learners for college level mathematics, the
beginning algebra course now serves underprepared learners who never intended
to attend college, returning adults as well as limited traditional learners. Success is
critical as UWGB requires a demonstrated proficiency in this course as a condition
of continued enrollment in the University of Wisconsin system.
Urcavich learned about an approach that colleges in Florida were using successfully
to improve performance in mathematics. In spring 2009, she piloted this immersion
approach while incorporating WebAssign at UWGB. Urcavich said, “We redesigned
a 14 week course to meet for 7 weeks, 4-5 days per week instead of 2-3 days and
met 6 hours per week instead of 3.” The goals included getting learners to do more
homework; with the new approach, homework was assigned every day giving
learners ample opportunity for practice and receive immediate feedback. An in-class
assignment and an online homework assignment were required every day; chapter
quizzes were given online; three multi-chapter exams were given in class; and a
comprehensive final exam was given.
Urcavich has been tracking student success in this course suspecting that the
compressed course would provide better learning outcomes for students. Prior to
implementation of their new program passing rates were as follows:
TABLE 1 Student Passing Rates in Beginning Algebra without Immersion and WebAssign (N=400)
Fall 2006
Term Pass Rate
70%
75%
73%
Spring 2007
Fall 2008
“The trend was definitely in the wrong direction and needed to be turned around,”
Urcavich stated. Overall pass rates have shown a definite improvement with the
new immersion approach and WebAssign’s online features that support classroom
learners.
TABLE 2
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WebAssign®: Increasing Passing Rates in Beginning Algebra — UWGB
Student Passing Rates in Beginning Algebra with Immersion and WebAssign (N=450)
Spring 2009
Term Pass Rate
89%
88%
93%
Fall 2009
Spring 2010
Fall 2010 90%
88%Spring 2011
“Students just keep building on what they’ve learned, and we are very happy with our
pass rates in this course,” said Urcavich. Passing rates in developmental mathematics
at UWGB are now much higher with the new approach. This approach using a
combination of immersion and WebAssign is being expanded to support students
in Intermediate Algebra as well. Urcavich points out that success in these courses
supports one of the university’s larger goals of student retention.
Urcavich went on to say, “Our target pass rate for this course is 85%. In the three
years prior to instituting the immersion method along with WebAssign, we did
not accomplish the goal. (See Table 1.) Since restructuring the program to include
immersion and WebAssign, we have exceeded the goal every semester.” (See Table 2.)
After the full implementation of the course redesign, the passing rate in beginning
algebra increased by 23% to an average of 90%. (See Figure 1.) This not only met
the target, but helped dozens of students every semester succeed in a key college
course.
FIGURE 1Student Passing Rates in Beginning Algebra (Fall 2006 – Spring 2011)
“The combination of our
immersion approach and
WebAssign has boosted
student confidence in
mathematics since it’s
easy for them to build
on what they’ve just
learned through online
practice and homework
assignments.”
Sherri UrcavichUniversity of Wisconsin-Green Bay
3
0%
20%
40%
60%
80%
100%
70%
Fall2006
75%
Fall2007
73%
Fall2008
89%
Spring2009
88%
Fall2009
93%
Spring2010
90%
Fall2010
88%
Spring2011
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Source Code: 14M-MA0492
ISBN: 978-1-133-36743-7