Higher Education

Higher Education

Section 1: Foundation of the Study

College math teachers face great difficulty teaching mathematics concepts to poorly prepared students who many times don't completely understand the need for learning mathematical concepts (Hansen, 2013). Many of them have the test scores to suggest they should be there, but they lack a clear understanding of the mathematics concepts (Hansen, 2013). They lack the foundation needed to complete the work when entering college (Hansen, 2013). Claiborne (2011) stated that only one in four college bound high school graduates are adequately prepared for Mathematics, Science, English and Reading according to the ACT College Admissions Test.

Many students who are considered the top students have readiness issues entering college (Hansen, 2013). The student population for American colleges is culturally diverse these days with a variety of backgrounds. The number of underprepared students enrolled in colleges has drastically increased (Claiborne, 2011). Data of students scores on the ACT in math, reading and both subject areas combined was analyzed and the conclusion was that only one third of college students are prepared for college in these main subjects (Moore, Slate, Edmonson, Combs, Bustamante and Onwuegbuzie, 2011). There is a moderate difference between the Hispanic, African American and Caucasian Ethnicity groups. Schools must employ effective educators to prepare the students to meets the growing demands of today's society. There are more smart minority and low-income learners being left behind, creating a gap (Hansen, 2013).

Background of the Problem

Universities and colleges nationwide are experiencing constrained fiscal restraints particularly because of decreased funding from the state (Harris, & Martin, 2012). They are also receiving an increasing amount of pressure from accreditation bodies and national media to tighten quality and increase their graduation rates. Harris et al. (2012) and Allen and Seaman (2010) stated that sixty-six percent of institutions reported an increased demand for new courses and programs. Many college students lack the needed skills to perform successfully in college algebra. Research shows that many schools in low SES areas have high minority populations with overpopulated classrooms (Darden and Cavendish 2012). This means the students do not get much or any one-on-one from their teachers (Darden and Cavendish 2012). Schools in these areas are not able to attract as many qualified teachers, and the ones they do manage to attract have to work with limited resources (Darden and Cavendish 2012). Many times students that live in well-off neighborhoods have the treat of being educated by more qualified and more experienced teachers and principals (Darden and Cavendish 2012). The qualified teachers and experienced teachers migrate to areas that have more money and resources. Students who are taught by better teachers are better prepared (Darden and Cavendish 2012). Public school systems are flawed and the areas that are the poorest get the least qualified and experienced teachers (Darden and Cavendish 2012). Teachers often times start their careers in low income schools or districts, but once they gain experience they migrate to schools and districts, with more money and resources (Lynn, Marvin, Bacon, Totten, ...