Mathematics Course For Students Research Articles

Validity, Practicality and Effectiveness of E-module Teaching Materials in the Learning Subject Applied Mathematics in Students

As the study of mathematics is quite vast, the lecturer requires open interactive materials so that students can better understand, especially in the process of solving problems in learning mathematics. This can be overcome by improving learning materials supporting students problem-solving abilities, one of which is using an e-module. This research aims to determine the validity, practicality, and effectiveness of e-modules for applied mathematics courses for students. This research used a 4D development model. The development procedure in this research consists of 4 stages namely define, design, develop, and disseminate. This research uses several collection instruments, namely validation sheets, lecturer response questionnaires, student response questionnaires, lecturers’ ability observation sheets in managing learning, student activity observation sheets, and student achievement test. The research results show that the validity of the e-module shows a score of 4.8 which is in the very valid category. The lecturer response questionnaire showed a score of 95% and the student response questionnaire showed a score of 94.5% so it was in the very positive category. The lecturer’s ability sheet in managing learning is at a score of 4.85, the student activity sheet shows a score of 80.2% and the learning achievement test is 93%. So, it can be concluded that the e-module is valid, practical, and effective.
 Keywords: valid, practical, effective

THE VALIDITY OF E-MODULE TEACHING MATERIALS IN APPLIED MATHEMATICS COURSES

This research is a type of research and development that aims to determine the validity of e-module teaching materials in applied mathematics courses for students. This research includes referring to the 4D development model which consists of several phases, namely the stages of defining, designing, developing, and disseminating. The product developed is in the form of e-module teaching materials in applied mathematics courses. The test subjects in this study were graphic engineering students at the State Polytechnic of Creative Media Makassar. The instrument used in this study was a validation sheet consisting of two validators from design experts and materials experts. Based on the results of the research that has been done, an analysis of the validation results: (1) graphic validity, namely 4.7 is in the very valid category; (2) language validity, which is 4.9, is in the very valid category; (3) construct validity is 4.9 is in the very valid category; and (4) e-module presentation that is 4.7, is in the very valid category so that the average value of all aspects is 4.8 which is in the very valid category. So that it can mean that the e-module teaching materials in applied mathematics courses that have been developed are declared valid to be used as teaching materials in the learning process.

Analysis of Problem Solving Ability Polya Stages of Open University Students in Mathematics Courses

This type of research is qualitative research using a descriptive approach. The purpose of this research is to describe the problem-solving skills of Polya stages in Mathematics courses. The subjects of this study were 15 semester 3 students of the Open University Elementary School Teacher Education Study Program divided into three categories of problem solving abilities, namely 6 students (40%) in the high category, 6 students (40%) in the medium category, and 3 students (20 %) low category. Data related to problem-solving abilities according to Polya's stages were obtained from diagnostic tests and interviews. Subjects were taken by purposive sampling technique and data validation using the triangulation method. Data analysis techniques used data reduction, data presentation, and drawing conclusions. The results of this study were that most students who were in the high and medium categories were able to write down what was known and asked about the questions correctly, presenting the sequence of completion steps using the right steps or procedures and get the correct results, and write conclusions without writing checks. Meanwhile, a small number of students who were in the low category incompletely wrote down what was known and asked about the questions, the sequence of solutions presented was inaccurate, wrote down the procedures or steps but were incorrect, and wrote conclusions but the answers given were incorrect.

Investigation of the effects of secondary school students' psychological resilience and academic grit levels on mathematics achievement

The aim of the study is to examine the achievement of secondary school students in mathematics courses based on psychological resilience and academic grit. In the research, descriptive survey model, one of the quantitative research methods, was used. In this context, data were collected from 204 students studying in secondary schools in the district of Görükle, Bursa, in the spring term of the 2022-2023 academic year. As a data collection tool “Brief Resilience Scale” adapted by Dogan (2015), "Academic Grit Scale" adapted by Sağkal et al. (2020) was used. In this study, students' mathematics achievement was determined according to the grades in the mathematics course at the end of the semester. While analysis of variance (ANOVA) and t-test were used for group comparisons, correlation analysis was used to determine the relationship between psychological resilience and academic grit levels. According to the research results, it was seen that the psychological resilience levels of the students were medium and their academic grit levels were medium. Although there was no statistically significant difference in the evaluations made in the context of mathematics course achievement, it was observed that the achievement of the course increased as the levels of psychological resilience and academic grit increased. In terms of different variables, it was seen that academic grit levels did not differ according to gender. It was determined that the psychological resilience levels showed a statistically significant difference according to the gender variable and the psychological resilience of male students was higher. It was observed that the levels of psychological resilience and academic grit did not differ according to grade levels. t was determined that there was a positive and moderate relationship between the mathematics course achievement of secondary school students and their levels of resilience and academic grit, and a positive and moderate relationship between their levels of resilience and academic grit.

Secondary School Students’ Attitudes and Teacher-Student Views on Questioning in Mathematics Course

One of the primary objectives of today’s teaching is to prioritize students’ thinking skills as a path to become lifelong learners. Those skills are improved by enabling students to learn actively. Role of teacher in the active learning environment is to facilitate students’ learning, and questions asked by students are important in the process. Based on the relevant considerations, this study aimed to identify questioning attitudes of secondary school students in mathematics courses and investigate their questioning behaviors in line with teacher and student views. The study utilized the partially mixed sequential equal status design. The study group was composed of 15 teachers working at five secondary schools in a city center of a rural province and 690 students. The data were collected through the Attitude Scale Toward Asking Questions, written view forms, semi-structured interviews, and observations. Exploratory statistical techniques were used to analyze quantitative data, and qualitative data were subjected to a content analysis. According to the results from anxiety about questioning subscale of Attitude Scale Toward Asking Questions, the students were anxious above moderate levels although they had high levels of questioning attitudes. Furthermore, it was concluded that number of questions asked by the students increased with higher grade levels, but they asked questions less frequently. In addition, it was determined that about half of the students refrained from asking questions, due to frustration and fear.

The Role of Adaptive Personalized Technologies in the Learning Process

This article is devoted to the development of an adaptive personalized online course in mathematics for students, which was implemented on the Stepik platform. The authors discuss a non-linear approach to online learning that adapts to the needs of the student as they progress through the course content, which leads to an individual learner's experience based on prior knowledge. Within the framework of this article, the authors consider the experience of Aktobe Higher Polytechnic College in the task of implementing an adaptive personalized online course, and also offer specific methods and technologies. For this reason, the authors are exploring Stepik adaptive personalized learning software as an educational platform and designer of open online courses and interactive training lessons, using videos, tests, and various tasks with automatic verification and instant feedback.

Content Validation of the Transitioning Learners to Calculus in Community Colleges Institutional Self-Assessment Tool

ABSTRACT This article describes the content validation of the Transitioning Learners to Calculus in Community Colleges Institutional Self-Assessment Tool. The instrument comprises five content areas, each with an associated set of items representing practices to promote the success of underrepresented racially minoritized (URM) students as they transition into and through mathematics courses required for degrees in science, technology, engineering, and mathematics (STEM). Five subject matter experts participated in the content validation. Scale-level index scores for each content area were above .85, and 18 of 22 items met the content validity index threshold of 1.0. The instrument has demonstrated strong content validity and is recommended for mathematics programs in community colleges to self-assess the degree to which they have implemented these practices and to identify next steps to enhance their support of URM students in mathematics courses required for STEM degrees.

Methodical aspects of blended learning of mathematics to students of medical specialties at the university

Problem and purpose. Transformation of the sphere of education has led to the need to use blended learning in the implementation of educational programs at the university. The integration of competence, system-activity, cognitive-visual, personality-oriented, information-technological approaches in the design of a training course in mathematics for students of medical specialties of the university can ensure the achievement of educational goals taking into account given pedagogical conditions. The purpose of the article is to investigate the effectiveness of the methods used to teach mathematics to medical students at the university. Research methods. The pedagogical experiment was attended by 83 students of Pitirim Sorokin Syktyvkar State University, studying in the specialties «General Medicine» and «Pediatrics». In the course of the research a theoretical analysis and synthesis of scientific literature were carried out to select a blended learning model and methodical approaches used in the design and implementation of the course in mathematics. In order to identify the cognitive features and the level of mathematical training of students, as well as to analyze the comprehension of educational material by respondents were used methods of empirical research. Fisher's F-criterion and Mann-Whitney U-criterion were used to evaluate the effectiveness of the approaches used in mathematics teaching and the statistical results of the experimental work. Research results. In the learning process of the experimental group of students additional factors were applied: cognitive-visual approach and schematization method were significantly used in solving mathematical problems; diagnostic-technological approach was used to select key examples from the systems of mathematical problems to improve the level of knowledge of trainees. Statistical processing of the empirical data obtained showed at significance level α = 0.05 the homogeneity of control and experimental groups at the initial stage of the research (Femp.=1.02 < Fcr.=1.87) and the presence of significant differences in the final results of student learning (Uemp. = 592 < Ucrit. = 679). Conclusion. Based on the results of experimental activities, the authors of the article developed a methodical system for teaching mathematics to students of non-mathematical areas of higher education. The methodical approaches used in the work can be useful to teachers of natural science disciplines in universities.

IMPLEMENTASI MEDIA DAKON-MATIKA PADA MATA KULIAH MATEMATIKA KELAS TINGGI MAHASISWA PGSD UNIVERSITAS HKBP NOMENSEN PEMATANGSIANTAR

The study carried out on the cognitive development of students, found that the ability of elementary school teacher education students at Universitas HKBP Nomensen Pematangsiantar in involving learning media still needs to be improved. Elementary school teacher education students must have the ability to use concrete objects in learning mathematics, including things related to their daily experiences. The purpose of this study was to find out how to implement the use of Dakon-matika media in high-class mathematics courses for students at the Universitas HKBP Nomensen Pematangsiantar. This research is a qualitative research with a descriptive approach with a sample of 40 students who take high grade mathematics courses. The data collection instrument used was an observation sheet on student activities in making and using Dakon-matika media. The assessment used uses a benchmark reference scoring system. As for analyzing the data obtained and answering the research questions, univariate statistical tests were used. Students are declared to have passed in the manufacture and use of Dakon-matika media if at least the student gets a score of 75. The results show that the ability of students to create and use Dakon-matika media still needs to be improved in order to meet the specified graduate learning outcomes.

Motivative aspects of studying mathematics by students of «humanitarian» specialties

Mathematical models, which are means to reflect almost all processes and phenomena, penetrate intensively into all life spheres and play an important role in both natural science, engineering research and humanities. In this regard, new requirements are being put forward for training future specialists of various qualifications, to form professional competencies of which it’s necessary to master mathematics foundations. The article substantiates the importance to form mathematical competence of students of humanitarian specialties. Under the humanitarian specialties here, we mean specialties related to business, such as «Trade», «Management», «Marketing», «Advertising and public relations», etc. At the same time, the authors note that each specialty has a component reflecting and modeling real situations in the industry, which is quite interesting and accessible to junior students of the listed specialties and can be demonstrated even in the math basic course. The article emphasize that the topic relevance is dictated by the transition to a competency-based learning model, which, among other things, implies the development of independent learning skills among university students. The paper shows that the introduction of professional orientation in teaching mathematical disciplines is complicated by the lack of appropriate technologies and standards, as well as by a drop in the level of school mathematics training. It analyzes some aspects of this issue and emphasizes that motivational aspects should be put at the forefront while developing mathematics courses for students of humanitarian specialties of the university. The authors conclude that the competent mathematics course elaboration for students studying in the humanities will help to understand the importance of mathematical foundations for their further growth, awaken their desire to analyze, highlight the main thing, reason, see many ways to solve professional problems.

Addressing common deficiencies of mathematics skills among chemistry student teachers

The need for the inclusion of a special mathematics course for students studying chemistry at the tertiary level of education has been justified by several reasons ranging from the mathematical processes involved in understanding chemistry, students’ inability to handle simple mathematical manipulations required in chemistry, and the lack of transfer of mathematical skills learned in mathematics class to chemistry. At a South African university, we faced the challenge of addressing common mathematical skill deficiencies among our chemistry student teachers (N = 82), who appeared unable to cope with basic mathematical skills required in understanding certain chemistry topics. To address this problem, students’ mathematical deficiency skills (DMS) were assessed using tests on various areas of mathematics relevant to some chemistry topics. The data was collected in two stages. DMS were first identified using a Semi-open Diagnostic Test, and then students who had the worst DMS were interviewed. The findings revealed that a lack of skills in these mathematics topics (e.g., algebra, curve sketching, simple differentiation and integration) causes students to struggle in producing the breadth of knowledge required to understand chemistry concepts such as kinetics, rates, and reaction mechanisms, as students lacked: (i) the ability to resolve the relational complexity among major mathematics concepts in chemistry problems, and (ii) the ability to process information and representation skill, number and pattern concept skill, and visual-spatial skill.

Педагогические условия практико-ориентированного обучения математике студентов естественно-научного профиля

The article reveals the methodology for the implementation of practice-oriented activities of students in the study of mathematics at a university. It is noted that at present, it is relevant to introduce pedagogical technologies into the educational process that ensure the achievement of students' personal educational results in the course of specially organized educational and cognitive activities. In this aspect, the work emphasizes that the creation of a practice-oriented educational environment of the university, as a pedagogical condition for the implementation of the requirements of the Federal State Educational Standard, contributes to the introduction of new knowledge into the educational process that is significant for vocational training and the formation of practical experience of their use to solve problems not only in the professional field of activity.
 The relevance of practice-oriented learning lies in a significant increase in the effectiveness of training based on a system of selection of educational material that helps students assess the significance, practical relevance of acquired knowledge and skills.
 The demand for mathematical knowledge is beyond doubt, it is necessary in almost all areas related to the natural sciences, technical and engineering professions, and economics.
 The relevance of practice-oriented teaching of mathematics is increasing in the context of the dominance of the competence-based approach, which combines the intellectual and practical components of learning in education. Mathematics, by virtue of its specificity, the fundamental nature of the content, becomes the basis for the natural-mathematical training of future specialists. It is emphasized that in the digital era, which most vividly reflected the connection of mathematics with natural, technical and many other sciences, as well as growing high-tech processes, automation and robotization of production, it is important to ensure the advanced nature of the mathematical training of students at the university, including the natural sciences. In the context of the stated research topic, the problem field of research is determined, which consists in resolving the contradiction between the need for a scientifically grounded selection of the content of the mathematics course for students, identifying the methodological features of its teaching and the spontaneously developing practice of teaching mathematics to students of the natural sciences.

Editoria;

It is a pleasure to write the editorial for the current volume of Bangladesh Journal of Islamic Thought (BJIT). BJIT being a multilingual journal, the articles of this issue are written in different languages—three in English, one in Bangla and one in Arabic. Mathematics is the very important discipline of knowledge which has a minimal bias and strong sense in ethical orientation. Nor Jannah Hassan et al. in her article titled “Inculcating Islamic Manners through Mathematics Courses for Students with Visual Impairments” highlights the importance of Islamic faith which forms the foundation of good manners through Mathematics courses. The article analyses and discusses Islamic manners towards the Creator, fellow human being and the environment. The findings suggest that the inculcation of Islamic manners in teaching and learning Mathematics, particularly for students with visual impairment, could help to become knowledgeable, skillful, well-mannered, responsible and trustworthy citizens who would thus ultimately contribute to the development of the nation. Nationalism stirred the social and political thinking during the past two centuries over the world and the Islamic world was not an exception to this reality. The article on “Nationalism in the Muslim World and the Identity Crisis: A Sociological Perspective” by Jakir Al Faruki investigates the prevailing condition of the explanation about the socio-political concept of nationhood and nationality in the Muslim world. The article analyzes the concept of nationalism on the ground of sociopolitical reality. It undertakes an effort to clarify the ambiguous understanding about the various dimensions of Nationalism. The study also distinguishs the concepts between Western Nationalism, Muslim Nationalism and Ummah in Islam.

Inculcating Islamic Manners through Mathematics Courses for Students with Visual Impairments

The importance of Islamic faith, which forms the foundation of good manners, is less emphasized in our schools’ curricula at the present. As a result, social illness among adolescents becomes a serious concern. Currently, some Islamic teachings on manners are embedded in a subject called Islamic Religious Education. The Islamic teaching usually emphasizes on the well-being of mankind. This study highlights the needs of Islamic teaching on manners through Mathematics courses. The goals are to (i) promote noble characters among students with visual impairments, (ii) produce quality students to become capable of understanding and doing the Mathematical ideas, and (iii) gain knowledge and apply the Mathematics skills in their daily lives. In Malaysian context, students with visual impairment get access to knowledge depending entirely on the help of their teachers. Therefore, inculcating the Islamic manners to students with visual impairment often requires extra time not only during religious teaching but also in other subjects, especially in Mathematics. Mathematics plays an important role in education. It continues in the 21st-century and beyond. It is also considered as a basic domain for economic and social development in Malaysia. Furthermore, Mathematics based knowledge is treated as a goal in Malaysian Education Development Plan for 2013-2025. Indeed, Mathematics has a minimal bias and the subject has a strong sense in ethical orientation. Therefore, inculcating Islamic manners through Mathematics courses should be addressed. In this study, the qualitative approach was applied.

Performance Assessment to Measure Student’s Mathematical Proving Ability Based on the Abductive-Deductive Approach

This study provides an overview of performance assessment instruments to measure students’ mathematical proving abilities based on the abductive-deductive approach. This is descriptive qualitative research of performance assessment instruments and their rubrics in measuring students’ mathematical proving abilities. The research method was literature study. The performance assessment instrument consists of essays designed to identify the mathematical proving abilities of students in mathematics courses. In this article, the examples are given for the Real Analysis class. The items of performance assessment were arranged referring to the abductive-deductive reasoning approach which has a pattern containing three main questions: 1) “What conditions can be obtained from the conclusion?” which was answered with abductive reasoning, 2) “What are the consequences that can be obtained from known facts?” which can be answered with deductive reasoning, and 3) “What conditions connect the conditions of conclusions and the implications of premise?” which can be answered with a key process of the mathematical statement proving process.
 Keywords: performance assessment, mathematical proving ability, abductivedeductive approach

THE EFFECTIVENESS OF FLIPPED CLASSROOM STRATEGY ON SELF-DIRECTED LEARNING AMONG UNDERGRADUATE MATHEMATICS STUDENTS

The purpose of this study is to measure the effectiveness of the flipped classroom strategy for self-directed learning among undergraduate students in Mathematics courses. A forty-six (46) students of Actuarial Mathematics course from one university were participated to measure their academic performance during-the-class. A six number of students were randomly selected for a survey with open-ended questions via google form to explore their experiences using this approach. For this study, there was a pre-experimental research design with a group of students in one class. There were two ways of teaching techniques to make a comparison in this study. First, the undergraduate students were taught using a traditional teaching method to provide a baseline, where the instructor showed and explained all the steps to solve mathematical problems, and the understanding of the students will be assessed by conducting a pre-assessment quiz. Second, the students were taught using flipped classroom strategy, where the students were given the solutions including all the steps to solve mathematical problems without guidance or explanation from the instructor, then the students were given similar mathematical problems to be solved by themselves by referring to the example given, then the understandings of students will be assessed by conducting a post-assessment quiz. Third, reimplementing the flipped classroom strategy by conducting the third quiz. Finally, the effectiveness of the flipped classroom strategy is measured by comparing the results from all assessment performance. Also, teacher reflection and students’ feedback were gathered to access self-directed learning effectiveness. The result showed that the post-assessment performance from a flipped classroom strategy was significantly higher than the pre-assessment performance from traditional teaching methods. The lowest score of the pre-assessment using the traditional teaching method was less than one (1) score. On the contrary, the lowest score of the postassessment performance using the flipped classroom strategy was five (5) scores. Moreover, the majority of the respondents achieved eight to ten scores. From the result, it was found that both teaching methodologies produced different results in students’ performance for this study. Besides, the students also provided good feedback from the strategy based on the result of the interview: (a) fun and interesting, (b) curiosity, (c) providing students’ autonomy, (d) initiating communication, (e) integrating the use of technology in learning mathematics, (f) preparing for the final exam. Overall, the students found that the flipped classroom strategy is potentially enhancing student’s engagement and performance in mathematics education. The findings have implications for the instructors to implement the flipped classroom strategy for mathematics subjects to acquire better performance among undergraduate students. The flipped classroom requires self-directed learning among students that can be more interesting learning experiences among the students.

Measurement of students’ mathematics motivation and self-concept at institutions of higher education: evidence of reliability and validity

ABSTRACTThe study aims at proposing a quantitative instrument tailored to measure the level of mathematics motivation and self-concept of students in mathematics courses at academic institutions of higher education. The significance of this study stems from its endeavour to measure mathematics motivation and self-concept of students in courses of mathematics at academic institutions of higher education which ultimately contributes to the success of students, academic institutions and societies. A quantitative research methodology has been employed in this study in which a 55-item survey instrument has been tailored and piloted. The results of factor analysis indicate that the instrument’s items loaded into mathematics motivational factors and mathematics self-concept factors. The cumulative percentage explained by mathematics motivational factors is 55.3% and the cumulative percentage explained by mathematics self-concept factors is 53.2%. The factors of mathematics motivation and mathematics self-concept explain the majority of variance in the dataset. The findings of validity and reliability tests show that 35 items measure mathematics motivation through four subscales which include importance and necessity of mathematics; perception of success in mathematics; enjoyment of mathematics; and expectations of future career and income. The other 20 items measure mathematics self-concept through two subscales which include cognitive mathematics self-concept and affective mathematics self-concept.

Implementing Online Programs in Gateway Mathematics Courses for Students with Prerequisite Deficiencies

ABSTRACT The percentage of college students receiving unproductive grades in introductory mathematics courses is a concern for post-secondary institutions across the country. Many factors can be targeted as potential explanations for this lack of success, yet none of these issues are more noteworthy than the fact that many students enter college mathematics courses with significant gaps in their fundamental mathematical background. In this paper, the authors discuss a way to implement an online remedial program to help students overcome their deficiencies following a “just-in-time teaching” model. Relevant data are presented supporting a positive outcome.

English

In the axis of basic skills and values, students' enjoyment of mathematics lesson and the realization of learning by taking a certain distance depend on the appreciation of the effort of the individual. Cooperative learning provides this requirement with a great deal of reward and success. Success increases individual's self-confidence and making him/her more powerful and positive in mathematical learning. By developing an individual’s positive attitude, mathematical barriers that may adversely affect his/her success in social interaction with friends might be removed. An individual can also help his/her friends in learning and reinforce his belief and self-esteem. This study aims to reveal the effect of cooperative learning method on students' academic achievement and attitudes towards mathematics in primary school fourth grade math class. The study was carried out with -post-test control group experimental design. This pattern allows for the comparison of the success of the cooperative method used in the mathematics course to improve students’ achievement and positive attitude towards mathematics.Team Play Supported Student Teams and Achievement (TPT supported STAD) technique, which combined the application of Student Teams Achievement Divisions (STAD) and “Team Play Tournament (TPT) techniques from the cooperative learning applications, was applied to the test group. In the control group, the lessons were taught usingthe instructions in the Ministry of National Education (MoNE) 4th grade Teacher's Guide Book. 4th grade primary school students in Malatya Battalgazi during the 2015-2016 academic year were the study participants. They were 40 students (20 in test group and 20 in control group). Mathematics Attitude Scale developed by Baykuland Mathematics Achievement Test developed by the researcher were applied to the test and control groups as pre-test and post-test. TPT supported STAD technique is more effective in increasing the academic achievement of the students in mathematics course compared to the teacher-centred teaching; however, it is less effective than teacher-centred teaching in their mathematics attitudes. Keywords: Cooperative learning, teaching mathematics, mathematics attitude, academic achievement.

Mathematics Course Placement Using Holistic Measures: Possibilities for Community College Students

Background/ContextMost community colleges across the country use a placement test to determine students’ readiness for college-level coursework, yet these tests are admittedly imperfect instruments. Researchers have documented significant problems stemming from overreliance on placement testing, including placement error and misdiagnosis of remediation needs. They have also described significant consequences of misplacement, which can hinder the educational progression and attainment of community college students.Purpose/Objective/Research QuestionWe explore possibilities for placing community college students in mathematics courses using a holistic approach that considers measures beyond placement test scores. This includes academic background measures, such as high school GPA and math courses taken, and indicators of noncognitive constructs, such as motivation, time use, and social support.SettingThe study draws upon administrative data from a large urban community college district in California that serves over 100,000 students each semester. The data enable us to link students’ placement testing results, survey data, background information, and transcript records.Research DesignWe first use the supplemental survey data gathered during routine placement testing to conduct predictive exercises that identify severe placement errors under existing placement practices. We then move beyond prediction and evaluate student outcomes in two colleges where noncognitive indicators were directly factored into placement algorithms.Findings/ResultsUsing high school background information and noncognitive indicators to predict success reveals as many as one quarter of students may be misassigned to their math courses by status quo practices. In our subsequent analysis we find that students placed under a holistic approach that considered noncognitive indicators in addition to placement test scores performed no differently from higher scoring peers in the same course.Conclusions/RecommendationsThe findings suggest a holistic approach to mathematics course placement may improve placement accuracy and provide access to higher level mathematics courses for community college students without compromising their likelihood of success.