#### Publication Date

Fall 11-15-2017

#### Abstract

At The University of New Mexico (UNM), Intermediate Algebra (MATH 120 and MATH 101-102-103) has historically been a so-called “killer course”, with very low pass rates: approximately 40% in Fall 2009 to Spring 2011 and about 50% from Fall 2011 to Spring 2013. Furthermore, many students failed the class multiple times. Since 2013, a computer system called ALEKS has been used to teach the course and, along with some additional interventions, on Albuquerque/Main campus success rates for MATH 101 have increased to roughly 80% and MATH 102 to about 70%. This thesis provides a strategy to identify those 20-30% as-risk students most likely to need additional support to succeed. By combining data from the UNM Registrar (Grades, ACT scores, and demographics), NM county-level poverty data, and response-level ALEKS assessment and practice metrics, we developed a statistical model that uses data from the first week of class and predicts with almost certainty (1% overall error) whether a student will pass in that semester. This represents another potentially important incremental improvement to a series of successes in redesigning Intermediate Algebra at UNM.

#### Degree Name

Mathematics

#### Level of Degree

Masters

#### Department Name

Mathematics & Statistics

#### First Committee Member (Chair)

Erik Barry Erhardt

#### Second Committee Member

Terry A. Loring

#### Third Committee Member

Maria Cristina Pereyra

#### Language

English

#### Document Type

Thesis

#### Recommended Citation

Ward, Linh T.. "Which factors influence student success in Intermediate Algebra, MATH 101-102-103?." (2017). https://digitalrepository.unm.edu/math_etds/120