Open AccessAssessing the Emporium Model Through Student Performance and Persistence
Author(s) -
Kathy Cousins-Cooper,
Dominic P. Clemence-Mkhope,
Katrielson,
Seongtae Kim,
Kelly McMurray
Publication year - 2019
Language(s) - English
Resource type - Journals
ISSN - 2411-2933
DOI - 10.31686/ijier.vol7.iss7.1622
Subject(s) - trigonometry , consistency (knowledge bases) , mathematics education , computer science , persistence (discontinuity) , quality (philosophy) , course (navigation) , mathematics , artificial intelligence , engineering , philosophy , geometry , geotechnical engineering , epistemology , aerospace engineering
The mathematics emporium model (MEM) was implemented to improve student success and retention rates. The college algebra course sequence was redesigned using the emporium model to establish consistency, emphasize active learning, modularize course materials, and provide one-on-one personalized on-demand assistance from faculty and teaching assistants. The emporium model ensured consistent content coverage and learning experiences, improved course coherence, and improved quality control. This study compared the course performance of students enrolled in a college algebra and trigonometry course using the MEM and traditional, lecture method. The results on whether the MEM or traditional students performed better were mixed. Also, the course effectiveness rates, which examines the successful performance of students enrolled in two successive courses that are associated such that the first course provides the foundation for the second, were similar for both the MEM and traditional methods.