Author Type

Graduate Student

Date of Award

1978

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Smith, Lawrence E.

Abstract

The purpose of this study was to determine the relationship between students who withdrew from selected mathematics courses and students who completed selected mathematics courses at Indian River Community College for the academic years 1975-76, 1976-77, and 1977-78. Summary: Two types of withdrawals were considered; formal withdrawal and informal withdrawal. Formal withdrawal was defined to be those students who officially withdrew from a course. Informal withdrawal was defined to be those students who ceased to attend class but had not gone through official channels of withdrawal. In analyzing the problem of withdrawals, prerequisite skills and the socio-economic level of the student were considered. The lack of prerequisite skills was determined by the score the students attained on the Indian River Community College Mathematics Placement Test. The socio-economic level of the student was determined by whether or not the individual was receiving financial assistance through a Basic Economic Opportunity Grant. A review of the literature showed that many factors contributed to the success or failure of students. Among the many factors were necessary prerequisite skills and socio-economic level of students, two areas of concentration in this study. Conclusions: 1. There was a significant difference in prerequisite skills between those students who withdrew and those students who completed selected mathematics courses. 2. There was a significant difference between the proportion of formal withdrawals from College Algebra for those students identified as socio-economically deprived and those students identified as nonsocio-economically deprived. 3. There was a significant difference between the proportion of informal withdrawals from the lower level freshman mathematics courses for students identified as socio-economically deprived and those students identified as nonsocio-economically deprived.

Extent

122 p.

Comments

Thesis (Educat.D.)--Florida Atlantic University, 1978.|College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Educat.D.)--Florida Atlantic University, 1978.

Identifier

FADT11719

Format

pdf

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