INTERMEDIATE ALGEBRA

This study assessed an existing developmental mathematics program from a mid-sized suburban community college to compare the achievement levels, success rates and retention in intermediate algebra of 50 students who were taught elementary algebra in a traditional classroom setting with 62 students who completed elementary algebra in an interactive computer-based environment. Differences in performance were assessed in five ways: (a) final grade in intermediate algebra, (b) number correct on Part 1 of the Maryland Bridge Goals Assessment (BGA), (c) percent scores on with-in course unit examinations, (d) pass rates for intermediate algebra, and (e) retention rates and completion rates in intermediate algebra. Students were categorized as passing intermediate algebra if they earned a grade of C or better, all other students including withdraws were categorized as did-not-pass. Retention rates were based on the number of students who officially withdrew from the course whereas completion rates were based on the number of students who completed the first three unit examinations. The mathematics program for both elementary algebra and intermediate algebra wa