Assessing the emporium model through student performance and persistence

• KATHY COUSINS-COOPER

  North Carolina A&T State University, USA

  Author

• Dominic Clemence-MKHOPE

  North Carolina A&T State University, USA

  Author

• Katrina Nelson

  North Carolina A&T State University, USA

  Author

• Seongtae Kim

  North Carolina A&T State University, USA

  Author

• Kelly McMurray

  College of Southern Maryland, USA

  Author

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.

1. KATHY COUSINS-COOPER, North Carolina A&T State University, USA

   Mathematics Department

2. Dominic Clemence-MKHOPE, North Carolina A&T State University, USA

   Mathematics Department

3. Katrina Nelson, North Carolina A&T State University, USA

   Mathematics Department

4. Seongtae Kim, North Carolina A&T State University, USA

   Mathematics Department

5. Kelly McMurray, College of Southern Maryland, USA

   Institutional Effectiveness and Research

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Copyright (c) 2019 Kathy Cousins-Cooper, Dominic Clemence;Katrina Nelson, Seongtae Kim, Kelly McMurray

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