WvEB Mathematics: A successful web enhanced project offering college level courses to high school students.

1
WvEB Mathematics A successful web enhanced
project offering college level courses to high
school students.

• Dr. Laura J. Pyzdrowski
• WvEB Project Director and WvEB Algebra
  Coordinator
• Dr. Mike Mays, WvEB Trigonometry Coordinator and
  NSF CCLI Principal Investigator CCLI project
  number 0339117.
• Dr. Anthony S. Pyzdrowski, WvEB Technology
  Consultant
• www.wvebmath.ws

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What is WvEB Math?

• How was the project developed?

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Steering Committee

• V. J. Benokraitis Deborah Brown
• Connie Dale Bruce Ebanks
• Bruce Flack Elizabeth Dale
• James Denvir Murrel Hoover
• Carl Johnson David Kennedy
• Larry Lamb James Miller
• Diana Munza Mary Poling
• Laura Pyzdrowski Gary Seldomridge
• Deborah Seldomridge Judy Silver
• Sue Steinbeck Joe Urbanski
• Donna Watson

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WvEB Course

• A college-level mathematics course for high
  school students
• The structure of the course allows for concurrent
  enrollment.

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What is WvEB Math?

• What are the project objectives?

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GOALS

• To help students remain in a mathematics pathway
  while in high school, and allow for a smooth
  transition into entry level college mathematics
• Increase WV College Going Rates
• Increase WV Math ACT Scores

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High School Students

• Experience the Pace of a University Course
• Gain Confidence in Mathematical Ability
• Entice students into STEM fields
• Avoid Senior Mathematics Void

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What is WvEB Math?

• How does a course work?

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Design

• WvEB Algebra and Trigonometry target the middle
  track student.
• WvEB Algebra is now aligned with Algebra III in
  West Virginia

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Design

• Higher Education Instructor of Record
• High School Teacher Facilitator
• Use of Content Standards and Objectives
• Algebra III credit
• Students are counseled as to course
  appropriateness.

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Design

• Students use a graphing utility/graphing
  calculator.
• Students work in groups when appropriate.
• Students will be exposed to problem solving in
  context.
• Students make connections among tables of
  numbers, algebraic analysis, and graphs.

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WvEB Mathematics Course Components

• Reading Assignments (Text Component)
• Lectures (CD Component or video streaming)
• Laboratories (School Lab/CD/Web Component)
• Homework (Text Component)
• Homework Quizzes (Web Component)
• Tests (Given at High School Site and Proctored)
• Facilitator Input
• Instructor/Facilitator/Student Communication (Web
  Component)

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Facilitator

• The facilitator for the project must be a
  certified high school mathematics teacher,
• is the instructor of record for the high school
  credit portion of the course,
• and must attend professional development sessions
  to become familiar with the technological
  components of the course as well as the course
  material and requirements.

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WvEB Perks

• Salary of 80/student for up to 10 students.
  For 10 students or more the salary is 1000
• To teacher if offered outside of school day
• To county if offered during school day
• No Minimum number of students required

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Structure

• The structure at each site will vary.
• Students meet during scheduled times to discuss
  and do mathematics and take tests. ( Contact
  hours of at least 3 hours per week for 15 weeks)
• There is supervised group work for the
  interactive computer laboratories.

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Placement

• Hosting Higher Education Institutions use
  individual placement requirements.
• Use Math ACT research version for formative
  assessment.

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WvEB Eligibility

• An overall GPA of 3.0
• An earned C or better in Algebra 1, Algebra 2,
  and Geometry
• in addition, WvEB Trig requires a C or better
  in WvEB Algebra
• High School permission for the student to take
  the course
• Some High Schools have additional requirements.
• Meet other institutional entry requirements

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Software/Hardware Requirements

• Windows 98, Me, 2000 or XP system
• Internet Explorer and Media Player
• A sound card and CD-ROM drive

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What is WvEB Math?

• How long have the courses been offered?

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WvEB Student Participation
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What is WvEB Math?

• Has the project been successful?

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WvEB AlgebraWVU-Morgantown Sites

• Bridgeport Brooke
• Calhoun Clay-Battelle
• East Fairmont Elkins
• Grafton Fairmont
• Hedgesville John Marshall
• Liberty Lincoln
• Moorefield Morgantown
• North Marion Preston
• Ripley Robert C. Byrd
• Roane County South Harrison
• Tygarts Valley University
• Trinity

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WvEB AlgebraOther Sites

• Concord Cecilia Fizer
• Pike View High School
• Interest from Princeton and Bluefield High School

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WvEB TrigonometryWVU-Morgantown Sites

• Clay-Battelle High School
• Elkins High School
• Fairmont Senior High School
• Liberty High School
• Morgantown High School
• North Marion High School
• Robert C. Byrd
• Roane County High School
• Trinity High School
• Tygarts Valley High School
• University High School
• Preston County High School

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WvEB AlgebraInitial Results

• 29 Student Participants in Fall 2000

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WvEB AlgebraInitial Results
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WvEB AlgebraResults Fall 2000
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Scores on Accuplacer

• Scores of 40 or less lt 20th percentile
• Scores of 41 to 62 20th - 50th percentile
• Scores of 63 to 85 50th - 80th percentile
• Scores of 86 to 102 80th - 90th percentile
• Scores of 103 to 120 90th - 100th percentile

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WvEB Algebra2003-2004 Results

• 318 Student Participants
• 8 percent D/F/W rate

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WvEB TrigonometrySpring 2004 Results

• 161 Student Participants
• 4 percent D/F/W rate

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Accuplacer ScoresWvEB Math n53Fall 2003 -
Spring 2004
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Scores on Accuplacer

• Scores of 40 or less lt 20th percentile
• Scores of 41 to 62 20th - 50th percentile
• Scores of 63 to 85 50th - 80th percentile
• Scores of 86 to 102 80th - 90th percentile
• Scores of 103 to 120 90th - 100th percentile

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Data Analysis

• The following table shows the mean, standard
  deviation, F-values, and significance levels for
  all ACT administrations for all students enrolled
  in both WvEB Algebra and WvEB Trigonometry for
  School Years (SY) 2004-2005, 2005-2006, and
  2008-2009.

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Scaled ACT analyses for students completing WvEB
Algebra and WvEB Trigonometry
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Data Analysis

• Results from pairwise comparisons indicated that
  the performance on the Post-Algebra
  administration (M 22.18, SD 3.65) exceeded
  performance on both the Pre-Algebra (M 20.91,
  SD 3.33) and Post-Trigonometry (M 21.22, SD
  4.55) administrations, but there was no
  significant difference between the Pre-Algebra
  and Post-Trigonometry administrations.
• A repeated-measures ANOVA indicated that there
  was a significant difference between the tests
  for SY 2004-2005, F (2, 188) 5.147, p .007.

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Data Analysis

• For SY 2005-2006, there was also a significant
  difference between the tests, F (2, 228)
  24.282, p lt .001. Pairwise comparisons revealed
  that performance on the Post-Algebra
  administration (M 22.22, SD 3.95)
  significantly exceeded Pre-Algebra test
  performance (M 20.65, SD 3.82).
  Post-Trigonometry performances (M 23.37, SD
  4.79) also exceeded Post-Algebra performances.

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Data Analysis

• Data from SY 2008-2009 show similar significant
  results, F(2, 348) 78.087, p lt 0.0001. Pairwise
  analyses indicate that performance on the
  Post-Algebra administration (M 23.13, SD
  4.79) exceeded Pre-Algebra ACT performance (M
  20.55, SD 4.40), and Post-Trigonometry
  performance (M 24.13, SD 4.98) exceeded
  Post-Algebra performance.

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Data Analysis

• All pairwise comparisons were significant at
  the p lt 0.01 level except for the SY 2004-2005
  Post-Algebra/Post-Trigonometry comparison, which
  was significant at p lt 0.025. These data suggest
  that the WvEB students make steady improvement in
  math achievement after each course, as determined
  by their performances on the ACT.

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Matched Pair Study in Fall 2004

• 60 students enrolled in the WvEB College Algebra
  course from one local high school were matched
  with students enrolled in on-campus College
  Algebra.

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Matched Pair Study in Fall 2004

• The goal of the matched pairs was to get a
  homogenous sample of the on-campus students for
  comparison against the WvEB students.
• Matched according to gender
• papers drawn from a hat and coin tosses
• done by research assistant

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Matched Pair On Campus

• Completed Algebra I, Algebra II, and Geometry in
  high school with a C or better
• At least a 3.0 high school grade point average
• On-campus students were first semester freshman
  who had just graduated from high school

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Data Analysis

• The following table provides the means and
  standard deviations for the ACT scaled pre- and
  posttest scores for both groups in the matched
  pair study. A mixed-measures analysis of variance
  (ANOVA) was conducted to evaluate the scaled ACT
  scores, using a between-subjects factor of
  Section (WvEB, Campus) and a within-subjects
  factor of ACT (Pretest, Posttest). There was no
  significant interaction between the two factors,
  nor was there a significant main effect of
  Section. There was a significant main effect of
  ACT, however, F(1, 107) 20.695, p lt .001, with
  students gaining nearly a 1.5 scale point on the
  posttest (M 21.91, SD 3.30) compared to the
  pretest (M 20.50, SD4.17).

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Data AnalysisFall 2004
Means and standard deviations of scaled ACT
scores for On-campus and WvEB students enrolled
in College Algebra (Fall 2004).
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WvEB 04-05 Study

• From the Fall 2004 WvEB Algebra and Spring 2005
  WvEB Trig pathway, 27 students entered the 4
  credit Calculus Course at WVU in Fall 2005.
• The success rate of WvEB students ( C or better)
  was 55.6 as compared to the total on campus
  success rate of 52.3

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DFW Rates for Students in Calculus at WVU
Morgantown
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WvEB 04-05 Study

• Preliminary Findings from questionnaire given to
  high school students
• High School Questionnaire

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WvEB 04-05 StudyFall 2004 62 students
respondedSpring 2005 55 students responded
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WvEB 04-05 StudyFall 2004 62 students
respondedSpring 2005 55 students responded
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Formative Assessment

• Of the course components listed, circle all that
  helped in your understanding of the course
  material.
• CD Lectures Homework Assignments Laboratories
• Computer Quizzes Reading Assignments
• Of the course components listed, circle the one
  that was most helpful in your understanding of
  the course material.
• CD Lectures Homework Assignments Laboratories
• Computer Quizzes Reading Assignments

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WvEB 04-05 Study
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What are the next steps for the WvEB Project?

• Recruit more Higher Education Institutions to
  offer the course
• Recruit more high schools to participate

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Have Questions ? Get Answers!

• www.wvebmath.ws
• For more information, email
• lpyzdrow_at_math.wvu.edu
• mays_at_math.wvu.edu
• anthony_at_pyzdrowski.ws