Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Spring Semester 2015
Program Title: General Education, Tennessee Transfer Pathway
Course: MATH 1530 – Probability and Statistics
This course satisfies the mathematics requirements for the following emphases
under the Tennessee Transfer Pathways: agriculture, art, biology, criminal justice
administration, English, environmental science, general studies, geography,
health & physical education, history, honors scholar, mass communications,
political science, pre-law, pre-nursing, pre-physical therapy, pre-veterinary
medicine, recreation, social science, social work, sociology, speech & theatre.
This course is an introduction to probability and statistics without calculus. Topics
covered include sampling, frequency distribution, elementary probability,
hypothesis testing, linear regression and correlation, analysis of variance and
non-parametric statistics.
Expected Student Learning Outcome:
After completing MATH 1530, students will use mathematics to:
a. Solve problems and determine if the solutions are reasonable. (Questions
1 and 2)
b. Model real world behaviors and apply mathematical concepts to the
solution of real-life problems (Questions 3 and 4)
c. Make meaningful connections between mathematics and other disciplines
(Questions 5 and 6)
d. Use technology for mathematical reasoning and problem solving
(Questions 7 and 8)
e. Apply mathematical and/or basic statistical reasoning to analyze data and
graphs. (Questions 9 and 10)
Performance Measure(s): A pre-test was administered either the first or second
day of class and the post-test containing exactly the same questions were
embedded in tests just prior to the final or as a part of the final exam. (This detail
was left to the discretion of the individual instructor). The questions included the
following topics: frequency distribution, probability, measures of dispersion,
Central Limit Theorem, normal distribution, confidence intervals, hypothesis
testing and linear regression.
Effectiveness Standard: Effectiveness is determined according to the following
two measures:
1. The post-test average score will be at least 20 percentage points higher
than the pre-test average score.
2. Each item will have at least 50% correct responses on the post-test.
Assessment Results: (176 students)
Expecte Questio
d
n
Student Number
Learnin
g
Outcom
e
a
a
b
b
c
c
d
d
e
e
1
2
3
4
5
6
7
8
9
10
Percenta
ge of
Students
Who
Answere
d the
Question
Correctly
on the
Pre-Test
33%
12%
18%
19%
14%
15%
24%
37%
6%
19%
Percenta
ge of
Students
Who
Answere
d the
Question
Correctly
on the
Post-Test
87%
80%
78%
50%
58%
47%
78%
91%
79%
92%
Change
in
Percenta
ge Points
+54
+68
+60
+31
+44
+32
+54
+54
+73
+73
Was
Was
Effectiv Effectiv
e
e
Standar Standar
d1
d
Met?
2 Met?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Use of Assessment Results:
176 students completed the pre-test and post-test.
1. Assessment results showed a 54.3 percentage point gain from pre-test to
post test, as the average of pre-test scores was 19.7and the average of
the post-test was 74.0
2. Post-test data from item analysis indicate that greater than 50% of
students responded correctly on all post-test questions except for problem
6 which deals with finding the margin of error when creating confidence
intervals. Also, question 4 just made 50% on the post-test, this question
deals with finding the probability of a normal distribution function.
One hundred seventy-six students took both the pre-test and post-test. The
average of the pre-test scores was 19.7% and the average of the post-test
scores was 74.0%. Assessment results showed a 54.3 percentage point gain
from pre-test to post-test, thus meeting the effectiveness standard that the posttest average score must be at least 20 percentage points higher than the pre-test
average score. In an effort to increase student performance, it was determined
that an instructional shell would be created and uploaded to D2L for instructors to
increase achievement in student learning outcomes (b) and (c). This
instructional tool would be for faculty to use for instruction at their discretion. It
was further decided that the department chair would provide professional
development opportunities for adjunct to be trained on MyMath Lab. Please refer
to the time line listed below:
Action Plan
An instructional shell will
be created by the
department chair that
will provide explicit
instructions pertaining to
student learning
outcomes (b) and (c).
The department will
work with adjunct faculty
to provide assistance on
how to use MyMath
Labs in MATH 1530
.
Person(s) Responsible
Department Chair,
Academic Assessment
Specialist, and Math
Faculty
Deadline
November 10, 2015
Department Chair
January 12, 2016