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Direct linkFong, Kristen E.; Melguizo, Tatiana; Prather, George – Research in Higher Education, 2015
This study tracks students' progression through developmental math sequences and defines progression as both attempting and passing each level of the sequence. A model of successful progression in developmental education was built utilizing individual-, institutional-, and developmental math-level factors. Employing step-wise logistic regression…
Descriptors: Developmental Programs, Remedial Mathematics, Program Improvement, Sequential Approach
Bauer, Daniel J.; Preacher, Kristopher J.; Gil, Karen M. – Psychological Methods, 2006
The authors propose new procedures for evaluating direct, indirect, and total effects in multilevel models when all relevant variables are measured at Level 1 and all effects are random. Formulas are provided for the mean and variance of the indirect and total effects and for the sampling variances of the average indirect and total effects.…
Descriptors: Testing, Models, Sampling, Context Effect
Hobbs, D. J. – Programmed Learning and Educational Technology, 1987
Description of a study which formulated a model of the cognitive processes involved in learning statistics material via computer assisted learning (CAL) focuses on mode of presentation (aural or visual), sequence of the material, and previous mathematical experience. Textual analysis is discussed and implications of the results for design of CAL…
Descriptors: Analysis of Variance, Aural Learning, Cognitive Processes, Computer Assisted Instruction
