Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.
There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra re...
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| Format: | Others |
| Language: | English |
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University of North Texas
2008
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| Online Access: | https://digital.library.unt.edu/ark:/67531/metadc9044/ |