The Effects of Study Skills Training and Peer Coaching of At-Risk Students on Retention and Passing...

The Effects of Study Skills Training

and Peer Coaching of At-Risk-

Students on Retention and Passing Rates

in a Remedial Mathematics Course

Leonid Khazanov Michael George

Annette Gourgey Chris McCarthy

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Developmental Algebra ProjectBorough Of Manhattan Community College

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What is Developmental Algebra?

1. First course in Algebra2. Zero credit course3. Placement4. Student challenges poor math and study

skills math anxiety lack of motivation

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Developmental Algebra ProjectGoals and Treatment

Main Goals1. Reduce attrition rate2. Improve course pass rate

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Developmental Algebra ProjectGoals and Treatment

Main Goals1. Reduce attrition rate2. Improve course pass rate

Treatment1. Incorporate Study Skills

2. Identify at-risk-students and assign them peer coaches

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Developmental Algebra Project Rationale

Q. Why teach study skills?

A. Research shows that a large proportion of developmental students have poor study skills and high levels of math anxiety.

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Developmental Algebra Project Rationale

Q. Why target at-risk students?

A. At-risk students have the highest failure and drop out rates. Successful treatment of at-risk students could have the greatest impacts on overall pass and retention rates.

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Developmental Algebra Project

Implementation

Q. How were at-risk students identified?A. We developed an instrument to identify at risk students that had three components: (1) Arithmetic Diagnostic Test, (2) Student Survey, (3) Classroom Observation.

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Implementation

Q. What are coaches?

A. Coaches are successful math students at BMCC who assume the roles of both tutor and mentor.

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Implementation

Coach Responsibilities:

Meet with each of their students once or twice a week to:

1. Discuss progress 2. Review homework3. Prepare for tests4. Explain the material from previous classes if

necessary5. Discuss counter productive behaviors such as

absences and lateness (and how to avoid them in the future)

6. Help student to improve math study habits and skills

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Implementation

Coaches Submitted Weekly Reports:

Reports contain information about what was accomplished at each meeting.

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Coach’s Reports

Protégé’s name: TDate: Oct. 12 and Oct 14 2010Time: 10 am to 11 am

Summary of Meeting: In this week we checked the homework problem on the first-degree inequalities, and also on the first-degree equations. He has the first test and he gets 85% so I think this is a good score for the first time. We also review everything from the beginning of the school, because he is going to have test this week.

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Coach’s Reports

Protégé’s name: Mrs. JDate: November 01, 2010(Monday)Time: 11 AM- 12 PM

Summary of Meeting: Mrs. J was a little down on hope because she didn’t exceed well on her midterm. Her score was a 20%. Throughout the whole time of our meeting I gave her friendly inspirational advice. My advice to her was “Don’t let one test ruin your day and bring you down”. “You still have more chances to achieve in your class and I will work with you every step of the way to prepare you for your final exam”.

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Coach’s Reports

Protégé’s name: CDate: November 01, 2010(Monday)Time: 5:30 PM- 6:30 PM

Summary of Meeting: C is such a sweet and kind heart woman. She is serious about passing this course. Knowing she is intimated of the numbers I always told her the numbers are more afraid of us than we are to them… [She] did astounding showing her my quick techniques. Furthermore, she always comes prepare with her questions to be answer. I am always able to help her and give her hints on her homework handouts….

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Coach’s Reports

Protégé’s name: RDate: Wednesday, Dec 1Time: 12 – 2 pm

Summary of Meeting: R has lot problems with the majority of exercises from the final review sheet. I been telling that he has to practice more and put more time and effort. He needs to memorize all this rules in order to do each problem and pass the final. Also, I let him do each problem twice so he doesn’t forget how to do them.

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Developmental Algebra Project Implementation

Q. How were coaches recruited?

1. Directly from pre-calc and calculus classes (classroom visit).

2. Recommendations of colleagues.

3. Word of mouth.

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Q. How were coaches trained?

CITI Certification (IRB)

3 hour training session

Ongoing training

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Coach Training Components

1. Study skills training.

2. How to tutor.

3. How to mentor.

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Q. How were instructors trained?

Three hour training session.

Study skills expert.

Math Study SkillsBook (Alan Bass)

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Experimental Design

Five instructors were randomly selected from a list of BMCC math faculty who were scheduled to teach two sections of Elementary Algebra (Mat 051).

One of section from each instructor was randomly designated as control and the other treatment.

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What was the treatment?1) Study Skills Training

Instructors incorporated a series of short lessons developed by a study skills expert: effective note taking, managing time, overcoming math anxiety, etc.

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What was the treatment?2) Peer Coaching

Peer coaches met with each of their students once or twice a week to:

Discuss progress Review homework Prepare for tests Explain the material from previous classes if

necessary Discuss counter productive behaviors such as

absences and lateness (and how to avoid them in the future)

Help student to improve math study habits and skills

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Developmental Algebra Project Outcomes: Treatment vs Control

Table 1.

Professor (group) Number of students

Number passed (%)

Number failed (%)

Number incomplete (%)

Number withdrawn (%)

1 (treatment) 26 3 (11%) 20 (77%) 3 (11%) 0 (0%)

1 (control) 24 8 (33%) 9 (28%) 4 (17%) 3 (13%)

2 (treatment) 26 9 (35%) 13 (50%) 3 (11%) 1 (4%)

2 (control) 25 7 (28%) 7 (28%) 5 (20%) 6 (24%)

3 (treatment) 26 4 (15%) 8 (31%) 6 (23%) 8 (31%)

3 (control) 27 10 (37%) 6 (22%) 2 (7%) 9 (33%)

4 (treatment) 27 16 (59%) 2 (7%) 4 (14%) 5 (19%)

4 (control) 27 14 (52%) 4 (15%) 3 (11%) 6 (22%)

5 (treatment) 24 15 (63%) 0 (0%) 6 (25%) 3 (13%)

5 (control) 25 3 (12%) 4 (16%) 10 (40%) 8 (32%)

Totals (treatment) 129 47 (36.4%) 43 (33.3%) 22 (17.1%) 17 (13.2%)

Totals (control) 128 42 (32.8%) 30 (23.4%) 24 (18.8%) 32 (25.0%)

Retention Results

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Control Group

Treatment Group

Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5

Pro

po

rtio

n o

f S

tud

en

ts R

eta

ine

d

0.0

0.2

0.4

0.6

0.8

1.0

Retention Proportions

Statistical Analysis: RESULTS ARE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES RETENTION RATES

p-value = 0.01299 (2x2x5 Exact Test, Combinatorial)

Aggregated Retention Results

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Control Group

Treatment Group

Statistical Analysis: RESULTS ARE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES RETENTION RATES

p-value = 0.01212 (2-sample test for equality of proportions with continuity correction, Chi)

Control Treatment

Pro

po

rtio

n o

f Stu

de

nts

Re

tain

ed

0.0

0.2

0.4

0.6

0.8

1.0

Combined Data: Retention Proportions

75% of 128 students

87% of 129 students

Passing Rate Results

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Control Group

Treatment Group

Statistical Analysis: RESULTS DO NOT PROVIDE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES PASS RATES

p-value = 0.3013 (2x2x5 Exact Test, Combinatorial)

Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5

Pa

ss R

ate

0.0

0.2

0.4

0.6

Pass Rate Proportions

Aggregated Passing Rate Results

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Control Group

Treatment Group

Statistical Analysis: TREATMENT GROUP HAD A HIGHER PASSING RATE, BUT THE RESULTS DO NOT PROVIDE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES PASS RATES.

p-value = 0.3160 (2-sample test for equality of proportions with continuity correction, Chi)

Control Treatment

Pro

po

rtio

n o

f P

assin

g S

tud

en

ts

0.0

0.1

0.2

0.3

0.4

0.5

Combined Data: Pass Rates

32.8% of 128 students36.4% of 129 students

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Statistical Analysis: High Risk Students (4+ total risk points) have a lower passing rate (p=.0021). Method: 2-sample test for equality of proportions with continuity correction

0 to 3 4 to 6

Diagnostic Test: All Students

Total Risk Points

Pas

s R

ate

0.0

0.2

0.4

0.6

The Diagnostic Test we developed works

Passing Rates vs. Total Risk Points.

Aggregate data:

45% of students diagnosed as low-risk passed the class

24% diagnosed as high-risk passed class

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Peer-coaching seems to have a positive effect on pass-rates after a threshold of

about 4 sessions.

Passing Rates vs. Number of Coaching Sessions Attended

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Number of meetings attended.

Proba

bility o

f Pass

ing0.0

0.20.4

0.60.8

1.0

1 / 2

0 / 1 0 / 4 0 / 1

2 / 5

1 / 1

4 / 6

2 / 2

1 / 3

1 / 2 1 / 2 1 / 2

0 / 1 0 / 0

1 / 2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

P-value for Ha: Pass Rate w Coaching > Pass Rate Control.

Minimum number of meetings attended.

p-valu

e0.0

0.10.2

0.30.4

0.50.6

0.15270.1703

0.1396

0.0494 0.0352 0.02840.0471

0.1615

0.38160.3635

0.4454

0.5 0.5 0.5 0.5

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Statistical Analysis: Peer Coaching Increase Pass Rates (p= 0.03356) (2x2x4 Cochran-Mantel-Haenszel Test for Count Data, Exact Test, Combinatorial)

Peer coaching (mentoring) works.

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Peer coaching (mentoring) works - cost issues:

30/100 = 30% high-risk students passed without peer coaching

14/26 = 54% high-risk students passed with peer coaching

Roughly speaking, for every 5 high-risk students treated

we expect to get

1 extra student pass.

If it costs $100 per treatment, that is $500 per additional pass.

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Borough of ManhattanCommunity College

What is next? CUNY

It appears that peer coaching is an effective aspect of intervention for at-risk-students.

Next step: finding cost effective ways to provide peer coaches to more students.

Contact Information: Leonid Khazanov:

[email protected] George:

[email protected] McCarthy:

[email protected]

Date post:	20-Oct-2014
Category:	Education
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The Effects of Study Skills Training and Peer Coaching of At-Risk Students on Retention and Passing...

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