Redesign of
Beginning and
Intermediate
Algebra
Lessons Learned
Cheryl J. McAllister
Laurie W. Overmann
Pradeep Singh
Southeast Missouri State University
Plan
 Develop
a technology based
developmental algebra course to
improve student success rates not only in
this new algebra course but also in future
courses requiring algebra.
Do




Two classrooms were converted to
computer labs specifically for using the
mathematics learning software ALEKS.
Two new courses were developed which
used ALEKS software as the primary content
delivery system (MA101: Beginning Algebra,
MA102: Intermediate Algebra) to replace
the traditional lectures courses (MA090 and
MA095).
More than 5000 students have taken
MA101/102 since Fall 2009.
The Department of Mathematics faculty
and graduate assistants are involved in
teaching these courses.
Check

Data about student performance and
attitudes was obtained from ALEKS and
analyzed.

Institutional Research provided data that
were used to identify factors responsible for
student success.

Academic advisors and Learning
Assistance Programs provided feedback.
Act

A strict attendance policy was implemented in
Spring 2011.

The Department of Mathematics started a new
course Fall 2011 – MA050 (Basic Math Skills) for
students coming with an ACT score of 14 or
below with the same attendance policy as
MA101/102.

MA101/102 was redesigned in Fall 2011 to make it
more structured with:



linear progression with specific deadlines for progress
required notebook of work and notes of mini-lectures
In-class exams and quizzes.
Continuous increase in success rate. The following table
shows the grade distribution for the students enrolled in
Fall 2010 and Spring 2011. (First redesign)
Fall 2010
Grade
#Students
Percentage
MA101
CR
F
W
CR
F
W
434
368
93
203
103
22
48.14
41.07
10.38
62.00
31.31
6.69
CR
F
X
CR
F
X
197
135
3
366
137
0
58.81
40.3
0.9
72.62
27.18
0
MA102
Spring 2011
MA101
MA102
Second Redesign
Fall 2011
Grade
MA101
CR
F
W
MA102
CR
F
W
Spring 2012
MA101
CR
F
MA102
CR
F
# students
Percentage
354
63.78
171
30.81
30
5.41
175
72.02
62
25.51
6
2.47
168
64.40
93
35.6
413
74.20
144
25.80
The data collected from ALEKS gives percentage of
objectives mastered by a student. The following table
gives the assessment results. Student mastering 33% or
more objectives in a semester was considered a
‘success.’
Initial
Assessment
Final
Assessment
Objectives
Completed
Success
Rate
Number of
Students
Fall 2009
11.35
42.26
30.91
49.20%
1067
Spring 2010
15.23
47.54
32.31
54.33%
900
Fall 2010
12.19
46.31
34.12
60.06%
1232
Spring 2011
15.48
59.37
43.88
77.00%
891
Fall 2011
13.78
54.30
40.52
76.00%
798
Total
4888
Effectiveness of the teaching and learning process of MA101/102 was
longitudinally tracked by collecting data from MA134 College
Algebra. College algebra has a common final. Performance of the
students on this final with different pre-requisites – ACT of 21 or above,
MA095, and MA102, who were taking College Algebra, was
compared.
Prerequisite
ACT
MA095
MA102
Transfer
Other
Unknown
Total
#Students
Score
Success
1031
58.82
51%
109
37.04
14%
411
47.64
31%
133
46.15
27%
96
64.60
59%
191
1971
59.77
50%
Identifying ‘at risk’ students

While analyzing the data to compare the success rates of students who
have taken MA101 with that of MA090, an important finding which came
up was that the success rate of students was dependent on their Math ACT
scores. The following table gives probability of success in MA101 and
MA090 with varying ACT scores.
ACT
scores



15
Probability of
Success
in MA101
0.4809
Probability of
Success
in MA090
0.5145
16
0.5149
0.5831
17
0.5487
0.6487
The Department of Mathematics has started a new course –MA050
(Basic Math Skills) for students coming with an ACT score of 14 and
below.
This new course also has the same attendance policy as MA101/102.
The students coming from this course to MA101 should be well
prepared, thus increasing the success and retention rate for future
math courses.
Time on Task Essential

After ALEKS data had been gathered and analyzed, one important
factor in student success was number of hours spent on ALEKS to
master the needed skills. One way of accomplishing this was to make
sure that students attend class and work on ALEKS. Therefore, an
attendance policy was implemented in Spring 2011. Following table
compares average number of hours spent by students and their
success rate.
Initial
Assessment
Final
Assessment
Objectives
Completed
Hours
Spent
Success
Rate
Number
of
Students
Fall 2010
12.19
46.31
34.12
43.32
60.06%
1232
Spring 2011
15.48
59.37
43.88
53.7
77.00%
891
Fall 2011
13.78
54.30
40.52
47.25
76.00%
798

An attendance policy is one of the most
‘effective practices’ that has helped in
significantly improving the success rate.
Lessons learned
 The
following strategies were integrated into the
current MA101/102 course during the Fall 2011 pilot
and fully implemented in Spring 2012.




MA101and MA102 have been structured into units and students
have deadlines for each unit to move them through the course.
The deadlines for covering material keep students from setting
too relaxed a pace for success in the course.
All students have to take both computerized assessments and
pencil and paper assessments.
Students are required to keep an organized notebook of their
work and notes. These are graded twice a semester.
The student’s final grade no longer depends on one ALEKS
determined exam, but is assessed as follows:




70% Final exam (instructor generated test administered on-line).
10% Midterm exam (instructor generated test administered on-line).
10% Pencil and paper quizzes over Intermediate Objectives (10 total)
10% Notebooks (collected twice)