Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Spring Semester 2009
Program Title: General Education, University Parallel Major
Course: MATH 1530 – Elementary Statistics
This course satisfies the mathematics requirements for the following emphases under the
University Parallel major: 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, preveterinary 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.
b. Model real world behaviors and apply mathematical concepts to the solution of real-life
problems.
c. Make meaningful connections between mathematics and other disciplines.
d. Use technology for mathematical reasoning and problem solving.
e. Apply mathematical and/or basic statistical reasoning to analyze data and graphs.
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. (This detail was left to the discretion of the individual
instructor.) The questions included the following topics: frequency distribution, probability,
measures of central tendency, 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 pretest average score.
2. Each item will have at least 50% correct responses.
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Assessment Results:
1. Assessment results showed a 45 percentage point gain from pre-test to post-test, as the
average of the pre-test scores was 22 and the average of the post-tests was 67.
2. Post-test data from item analysis, however, indicate that more than 23 of the 44
students (i.e. more than 50%) responded incorrectly the problems 2, 4, and 5.
Results of the pre-test were as follows: (44 students)
Expected
Student
Learning
Outcome
a
a
b
b
c
c
d
d
e
e
Question
number
Number
Missed
1
2
3
4
5
6
7
8
9
10
29
39
39
33
40
36
39
20
37
31
Number
Correct
% missed
15
5
5
11
4
8
5
24
7
13
66%
89%
89%
75%
91%
82%
89%
45%
84%
70%
% correct
34%
11%
11%
25%
9%
18%
11%
55%
16%
30%
Results of the post-test were as follows:
Expected
Student
Learning
Outcome
Question
number
Number
Missed
Number
Correct
% missed
% correct
a
a
b
b
c
c
d
d
e
e
1
2
3
4
5
6
7
8
9
10
6
23
7
25
24
21
21
6
10
3
38
21
37
19
20
23
23
38
34
41
14%
52%
16%
57%
55%
48%
48%
14%
23%
7%
86%
48%
84%
43%
45%
52%
52%
86%
77%
93%
Change in
percentage
points
from preto posttest
52
37
73
18
36
34
41
31
61
63
Forty-four (44) students took both the pre-test and the post-test. The average of the pre-test
scores was 22% and the average of the post-test scores was 67%. Assessment results showed a
45 percentage point gain from pre-test to post-test, thus meeting the effectiveness standard
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that the post-test average score be at least 20 percentage points higher than the pre-test
average score.
The effectiveness standard that each item will have at least 50% correct responses on the posttest was not met by problems 2, 4, and 5.
The student learning outcome for Question 2, is “a. Solve problems and determine if the
solutions are reasonable.” The student learning outcome for question 4 is “b. Model real world
behaviors and apply mathematical concepts to the solution of real-life problems.” The student
learning outcome for question 5 is “c. Make meaningful connections between mathematics and
other disciplines.”
Use of Assessment Results:
The initial teaching of the items identified in the item analysis as needing improvement occurs in
this course; therefore, faculty will place emphasis on the areas with greater than 22 incorrect
responses so that when MATH 1530 is assessed in spring 2011, according to the assessment
cycle, results should indicate gains have been made in student learning.
Questions 2, 3, 5, 6, 7, and 9 were missed by 80% or more of the students who took the pre-test.
On the post test question 2 was missed by 52%, question 3 by 16%, question 5 by 55%, question
6 by 48 %, question 7 by 48% and question 9 by only 23% of the students. Each of these
questions had a gain of at least 34 percentage points, with question 3 showing an exceptional
gain of 73 percentage points.
In looking at the post-test percentages, it is obvious that work needs to be done in several areas.
Faculty will meet and discuss what needs to be done to address these problem areas so that
when MATH 1530 is assessed in spring 2011, according to the assessment cycle, gains will be
made in student learning.
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