Dr. Laura J. Pyzdrowski
WvEB Project Director and WvEB Algebra Coordinator
Dr. Mike Mays, WvEB Trigonometry Coordinator and NSF CCLI Principal
Investigator:
CCLI project number 0339117.
Dr. Anthony S. Pyzdrowski, WvEB Technology Consultant www.wvebmath.ws

• How was the project developed?

• V. J. Benokraitis
• Connie Dale
• Bruce Flack
Deborah Brown
Bruce Ebanks
Elizabeth Dale
• James Denvir
• Carl Johnson
Murrel Hoover
David Kennedy
• Larry Lamb
• Diana Munza
James Miller
Mary Poling
• Laura Pyzdrowski Gary Seldomridge
• Deborah Seldomridge Judy Silver
• Sue Steinbeck
• Donna Watson
Joe Urbanski

• A college-level mathematics course for high school students
• The structure of the course allows for concurrent enrollment.

• What are the project objectives?

• To help students remain in a mathematics pathway while in high school, and allow for a smooth transition into entry level college mathematics
• Increase WV College Going Rates
• Increase WV Math ACT Scores

• Experience the Pace of a University Course
• Gain Confidence in Mathematical Ability
– Entice students into STEM fields
• Avoid Senior Mathematics Void

• How does a course work?

• WvEB Algebra and Trigonometry target the
“middle track” student.
• WvEB Algebra is now aligned with Algebra III in
West Virginia

• Higher Education Instructor of Record
• High School Teacher Facilitator
• Use of Content Standards and Objectives
– Algebra III credit
• Students are counseled as to course appropriateness.

• Students use a graphing utility/graphing calculator.
• Students work in groups when appropriate.
• Students will be exposed to problem solving in context.
• Students make connections among tables of numbers, algebraic analysis, and graphs.

• Reading Assignments (Text Component)
• Lectures (CD Component or video streaming)
• Laboratories (School Lab/CD/Web Component)
• Homework (Text Component)
• Homework Quizzes (Web Component)
• Tests (Given at High School Site and Proctored)
• Facilitator Input
• Instructor/Facilitator/Student Communication
(Web Component)

• The facilitator for the project must be a certified high school mathematics teacher,
• is the instructor of record for the high school credit portion of the course,
• and must attend professional development sessions to become familiar with the technological components of the course as well as the course material and requirements.

• “Salary” of $80/student for up to 10 students. For 10 students or more the
“salary” is $1000
• To teacher if offered outside of school day
• To county if offered during school day
• No Minimum number of students required

The structure at each site will vary.
Students meet during scheduled times to discuss and do mathematics and take tests. ( Contact hours of at least 3 hours per week for 15 weeks)
There is supervised group work for the interactive computer laboratories.

• Hosting Higher Education Institutions use individual placement requirements.
• Use Math ACT research version for formative assessment.

• An overall GPA of 3.0
• An earned “C” or better in Algebra 1, Algebra 2, and
Geometry
– in addition, WvEB Trig requires a “C” or better in WvEB
Algebra
• High School permission for the student to take the course
– Some High Schools have additional requirements.
• Meet other institutional entry requirements

• Windows 98, Me, 2000 or XP system
• Internet Explorer and Media Player
• A sound card and CD-ROM drive

• How long have the courses been offered?

WvEB Trigonometry WvEB Algebra
Fall 2000 29 students
Spring 2001 50 students
Fall 2001
Spring 2002
20 students
107 students
Fall 2002
Spring 2003
Fall 2003
Spring 2004
Fall 2004
105 students
67 students
218 students
100 students
181 students
Spring 2005
Fall 2005
Spring 2006
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2009
Spring 2009
94 students
196 students
111 students
257 students
95 students
315 students
79 students
402 students
72 students
Spring 2003 83 students
Spring 2004 161 students
Spring 2005 165 students
Spring 2006 158 students
Spring 2007 174 students
Spring 2008 204 students
Spring 2009 237 students

• Has the project been successful?

Bridgeport
Calhoun
East Fairmont
Grafton
Hedgesville
Liberty
Moorefield
North Marion
Ripley
Roane County
Tygarts Valley
Trinity
Brooke
Clay-Battelle
Elkins
Fairmont
John Marshall
Lincoln
Morgantown
Preston
Robert C. Byrd
South Harrison
University

• Concord: Cecilia Fizer
– Pike View High School
– Interest from Princeton and Bluefield High
School

• Clay-Battelle High School
• Elkins High School
• Fairmont Senior High School
• Liberty High School
• Morgantown High School
• North Marion High School
• Robert C. Byrd
• Roane County High School
• Trinity High School
• Tygart’s Valley High School
• University High School
• Preston County High School

• 29 Student Participants in Fall 2000
Grade A B C D F W
Number 6 11 4 1 7

Table t Test For Pre and Post Accuplacer Scores For WvEB Fall 2000
Time of Test
Pre
Post
* p< .005
M
36.81
49.04
SD
17.29
22.29
t
-3.37 *

• Scores of 40 or less : < 20th percentile
• Scores of 41 to 62: 20th - 50th percentile
• Scores of 63 to 85: 50th - 80th percentile
• Scores of 86 to 102: 80th - 90th percentile
• Scores of 103 to 120: 90th - 100th percentile

• 318 Student Participants
• 8 percent D/F/W rate
Grade A B C D F W
Number 152 113 27 15 3 8

• 161 Student Participants
• 4 percent D/F/W rate
A B C D F W I
99 48 8 1 2 2 1

Table t Test For Accuplacer Scores For WvEB Math Fall 2003-Spring 2004
Time of Test
Pre Alg
Post Trig
* p< .0001
M
39.58
59.55
SD
15.3
25.9
t
*-5.9

• Scores of 40 or less : < 20th percentile
• Scores of 41 to 62: 20th - 50th percentile
• Scores of 63 to 85: 50th - 80th percentile
• Scores of 86 to 102: 80th - 90th percentile
• Scores of 103 to 120: 90th - 100th percentile

Data Analysis
The following table shows the mean, standard deviation, F -values, and significance levels for all ACT administrations for all students enrolled in both WvEB Algebra and WvEB
Trigonometry for School Years (SY) 2004-
2005, 2005-2006, and 2008-2009.

WvEB Algebra
WvEB Trigonometry
SY 2004 - 2005 SY 2005 - 2006 SY 2008 - 2009
Test
Pre-Algebra
Post-Algebra
N Mean SD N Mean SD N Mean SD
95 20.91
3.33
115 20.65
3.82
175 20.55
4.40
95 22.18
3.65
115 22.22
3.95
175 23.13
4.79
Post-Trigonometry 95 21.22
4.55
115 23.37
4.79
175 24.13
4.98

Data Analysis
Results from pairwise comparisons indicated that the performance on the Post-Algebra administration ( M = 22.18, SD = 3.65) exceeded performance on both the Pre-Algebra ( M = 20.91,
SD = 3.33) and Post-Trigonometry ( M = 21.22, SD
= 4.55) administrations, but there was no significant difference between the Pre-Algebra and
Post-Trigonometry administrations.
A repeated-measures ANOVA indicated that there was a significant difference between the tests for
SY 2004-2005, F (2, 188) = 5.147, p = .007.

Data Analysis
For SY 2005-2006, there was also a significant difference between the tests, F (2, 228) = 24.282, p < .001. Pairwise comparisons revealed that performance on the Post-Algebra administration
( M = 22.22, SD = 3.95) significantly exceeded
Pre-Algebra test performance ( M = 20.65, SD =
3.82). Post-Trigonometry performances ( M =
23.37, SD = 4.79) also exceeded Post-Algebra performances.

Data Analysis
Data from SY 2008-2009 show similar significant results, F (2, 348) = 78.087, p < 0.0001. Pairwise analyses indicate that performance on the Post-
Algebra administration ( M = 23.13, SD = 4.79) exceeded Pre-Algebra ACT performance ( M =
20.55, SD = 4.40), and Post-Trigonometry performance ( M = 24.13, SD = 4.98) exceeded
Post-Algebra performance.

Data Analysis
All pairwise comparisons were significant at the p < 0.01 level except for the SY 2004-2005 Post-Algebra/Post-
Trigonometry comparison, which was significant at p < 0.025. These data suggest that the WvEB students make steady improvement in math achievement after each course, as determined by their performances on the ACT.

• 60 students enrolled in the WvEB College
Algebra course from one local high school were matched with students enrolled in oncampus College Algebra.

• The goal of the matched pairs was to get a homogenous sample of the on-campus students for comparison against the WvEB students.
• Matched according to gender
– papers drawn from a hat and coin tosses
– done by research assistant

• Completed Algebra I, Algebra II, and
Geometry in high school with a “C” or better
• At least a 3.0 high school grade point average
• On-campus students were first semester freshman who had just graduated from high school

Data Analysis
The following table provides the means and standard deviations for the ACT scaled pre- and posttest scores for both groups in the matched pair study. A mixed-measures analysis of variance (ANOVA) was conducted to evaluate the scaled ACT scores, using a between-subjects factor of Section ( WvEB , Campus) and a within-subjects factor of ACT (Pretest,
Posttest). There was no significant interaction between the two factors, nor was there a significant main effect of Section. There was a significant main effect of ACT, however, F (1, 107) = 20.695, p <
.001, with students gaining nearly a 1.5 scale point on the posttest ( M = 21.91, SD = 3.30) compared to the pretest ( M = 20.50, SD= 4.17).

Data Analysis
Fall 2004
Means and standard deviations of scaled ACT scores for On-campus and
WvEB students enrolled in College Algebra (Fall 2004).
Group N
On-campus 51
WvEB 58
Mean ACT pretest
20.69
20.33
SD ACT
pretest
2.96
5.02
Mean ACT posttest
22.71
21.21
SD ACT posttest
2.93
3.46

WvEB 04-05 Study
From the Fall 2004 WvEB Algebra and
Spring 2005 WvEB Trig pathway, 27 students entered the 4 credit Calculus
Course at WVU in Fall 2005.
The success rate of WvEB students ( C or better) was 55.6% as compared to the total on campus success rate of 52.3%

DFW Rates for Students in Calculus at WVU Morgantown
On Campus Math 155
4 credit Calculus
DFW rate
WvEB students
DFW rate all Students Semester
F05 44.4% = (12/27) 47.7%
F06 62.9% = (17/27)
F07 31.25% = (5/16)
F08 40.9% = (9/22)
57%
55.3%
35.5%
On Campus Math 150
3 credit Calculus
DFW rate
WvEB students
DFW rate all Students
26.6% = (4/15) 50.4%
30% = (6/20)
0% = (0/10)
9.1% = (1/11)
50.6%
41.8%
26.5%

• Preliminary Findings from questionnaire given to high school students
High School Questionnaire

WvEB 04-05 Study
Fall 2004 – 62 students responded
Spring 2005 – 55 students responded
Intended Major Number Responding
Fall 2004
WvEB Algebra
Spring 2005
WvEB Trigonometry
STEM (including secondary education mathematics)
Medical (pre-med, nursing, pharmacy, dentistry, exercise physiology)
Forensic Science
Business
Education (not including secondary education mathematics)
English/Journalism/Pre-law/Political
Science/Psychology/Music/Art/General Studies
Undecided
7
16
4
9
5
13
7
4
6
2
14
11
16
2

WvEB 04-05 Study
Fall 2004 – 62 students responded
Spring 2005 – 55 students responded
Like Math 42
Like Computers 59
Number Responding Yes
Fall 2004 Spring 2005
37
49
18
1
Number Responding No
Fall 2004 Spring 2005
16
5

Of the course components listed, circle all that helped in your understanding of the course material.
CD Lectures
Computer Quizzes
Homework Assignments
Reading Assignments
Laboratories
Of the course components listed, circle the one that was most helpful in your understanding of the course material.
CD Lectures
Computer Quizzes
Homework Assignments
Reading Assignments
Laboratories

All that helped
N = 130 Total
CD Lectures 13
HW - Book 90
Labs 86
Online Quiz 112
Reading 5
Percent
10
69.2
66.1
86.1
3.8
26
15
78
5
Helped the most
Total Percent
6 4.6
20
11.5
60
3.8

What are the next steps for the
WvEB Project?
• Recruit more Higher Education Institutions to offer the course
• Recruit more high schools to participate

• www.wvebmath.ws
• For more information, email:
– lpyzdrow@math.wvu.edu
– mays@math.wvu.edu
– anthony@pyzdrowski.ws