The Relationship Between Fast-Tracking Students Into Curriculum Math Using Multiple Measures And Their Subsequent Success Rates: A Quantitative Study Of Self-Directed Learning In Developmental Mathematics

This study examined the relationship between fast-tracking students into college-level math using multiple measures and their subsequent success rates, while simultaneously looking at the success rates of students (with a comparable high school GPA) who were required to progress through a self-directed developmental math course sequence initially before taking the same college-level math class. The ability to set goals has a major impact on how much learning can be achieved in a self-directed environment. Motivation is also seen as essential when it comes to self-directed learning. The theory of self-directed learning will be critically analyzed, along with its goals and effectiveness in a computer lab setting