1. FOCUS GROUP PROJECT APRIL, 2009 BRIEFING FOR RP GROUP MATH 360

2. Summary The Math problem Focus Groups  What  How  Challenges Methods/Results Math 360 project  Logistics  Summary  Handout with example student statements

3. IN GENERAL AND AT COS Part 1: The Math Problem

4. Math in College Educators note decline in STEM disciplines enrollments  Other countries produce more  Standard of living and quality of life issues Math as a barrier to college success  Many come poorly prepared  Many have “fear” of Math  Success rates are extremely low  Many avoided Math until late  Many sidetracked from disciplines requiring MATH

5. Math Sequence at COS Math Course Sequence  Math 360 (Pre-algebra)  “Barrier” course  Four units/hrs  Normally offered in a 2/2 pattern  Three levels below college  Math 200 (Elementary Algebra) or Math 205 (Beginning Algebra)  360 “recommended”  Math 230 (Intermediate Algebra) or higher level  200 or 205 required

6. Percent Who Took Math Placement* Fall 2006Fall 2007Fall 2008Total Took Math placement 1828 84% 1855 83% 2221 87% 5904 85% Did not take Math Placement 361 16% 375 17% 346 13% 1082 15% Total2189223025676986 * Includes only those first time students who had declared a transfer or two year associate degree goal.

7. Placement Test Results for First Time Students

8. Success Rate in Math 360 363

9. Unsuccessful Students Who Later Successfully Attempted Higher Level Math Classes * * 363 Students Who Were Unsuccessful in Math 360 during Fall, 2006.

10. Those Who Tested into Math 360 in Fall 2005

11. Efforts to Improve Math Success at COS Carnegie grant emphasizes innovative instructional methodologies FYE integrates Math, English, and study skills Re-emphasis on Math tutoring center Research: student backgrounds, course sequencing Despite the gloomy picture, some pass 360 and moved on The question… ”what has helped you (the student) to succeed?”

12. Part 2: Focus groups

13. Why use a focus group? What is it? To supplement or “enrich” traditional findings  We knew who weren’t succeeding  We wanted to provide concrete ideas about how to succeed Focus group: a structured group interview  conducted in accord with a research design  addresses one or several research questions A focus group is not a:  Discussion group  “Buzz” session  Problem-solving session  Consensus building session

14. Focus group characteristics Participants have a common background or experience which they bring to the group Guided interaction address questions raised by the “facilitator,” or others in the group Motivations, feelings, values, and points-of-view are shared Add richness to research not possible through surveys or one-on-one interviews

15. The structure of a typical focus group 60 to 90 minute session 6 to 10 participants seated around a table A “facilitator” or moderator Sessions structured in a “general” sense; “focus” on the research questions Sessions recorded or a “note taker” “Ground rules” governing participant interaction and behavior stated and strictly adhered to Held in a quiet location

16. Role of the facilitator Introduces and enforces “ground rules” Structures the interaction around research questions Ensures individual participation using variety of methods  Probing (“explain,” “help us to understand,” “can you be more specific or give an example”)  Restating  Eliciting views and thoughts of others in the group  Comparing and contrasting views of particpants Remains neutral

17. Focus group challenges Can be very difficult and costly to administer Finding facilitators Avoiding participants who want to “soap box” Transcribing and synthesizing results into meaningful “findings” which correspond, supplement, or contrast with other research findings “Selling” results which do not stem from traditional research methods Avoiding researcher bias

18. Part 3, Methods and Results

19. Math and Research Collaborate Roundtable discussions with Math faculty, February, 2008 to:  Elicit support for a focus group study on 360 success  Lay out a focus group study timetable  Define the research question Research question: What has helped you (the student) to succeed in Math 360?  What did your instructor do  What did you do  What role did Math lab and tutoring have  What advice would you give to others

20. COS Logistics (1) Initiated study in April 2008 Initial pool of 250 students who met the criteria: tested into 360, were successful in 360 and a higher level math, and were still enrolled Pool reduced to 80  Scheduling  Lack of student interest Final scheduling further reduced the pool to 55

21. COS Logistics (2) Five focus sessions with 42 students  Tested into Math 360 and were successful  Later enrolled in a higher class and passed 60 minute sessions, private location Three facilitators Dialogue taped and transcribed Transcripts organized based on themes and synthesized (in an “inductive” way) Shared with the Math faculty in department meetings

22. Results Math 360 students are not “mature” learners; they are not self-disciplined Successful students in Math 360 desire/need:  Structure and discipline  Step-by-step methods  Mandatory homework  Mandatory Math lab or tutoring  Unequivocal student expectations Instructor-offered choices/options can be counterproductive