A causal comparative study into the efficacy of placement testing and remediation in college algebra

The purpose of this causal comparative quantitative study was to examine the efficacy of the remedial intervention approach utilized at Brenau University for students in college algebra in terms of end-of-course grades, failure rate, and grade distribution. The study included archival grade data from 360 students who completed college algebra between January 2009 and December 2013. Students were identified and divided into directly placed and remedially placed groups based on their path to college algebra as determined through a valid and reliable placement test. Path to college algebra was established through placement test cut off scores. All students in this study were identified as being unprepared for college algebra. Descriptive and inferential statistics were used to analyze the efficacy of the remedial intervention approach. Upon completion of the intervention, remedially placed students exhibited an equivalent grade distribution in college algebra to students who placed directly. The study results showed that remedially placed students performed significantly higher than directly placed students in terms of end-of-course grade and significantly lower than directly placed students in terms of failure rate. To further understand the effectiveness of the remedial intervention approach and the aims that necessitate its existence, recommendations for future research included examination of achievement in terms of end-of course grades, grade distribution, and failure rate of students completing college algebra before and after curriculum enhancement as well as across course delivery platform , influence of student attitude on performance in college algebra, and exploration into the transfer of knowledge into successive coursework where college algebra is a prerequisite.