COMPARISON OF ACQUIRED AND EXPECTED MATHEMATIC COMPETENCIES OF FIRST SEMESTER FRESHMEN ASSOCIATE DEGREE NURSING STUDENTS IN THE CONTINENTAL UNITED STATES.
Contributors: Columbia University. Teachers College.
Published: 1987
Number of pages: 195
Subjects: Education, Mathematics.; Health Sciences, Nursing.
Description: This was a nationwide study of 1743 first semester associate degree freshmen nursing students and 118 full-time freshmen faculty members. The purposes of this study were threefold: (1) to assess the basic acquired mathematic competencies of first semester freshmen associate degree nursing students in the continental United States; (2) to survey faculties' expectations of freshmen students mathematic competencies as they entered their first semester/quarter in an associate degree nursing program; and, (3) to compare the results of students' acquired mathematic competencies and faculties' expectation.

The students were given one of four possible 15 minute paper-and-pencil tests to assess eight basic mathematic skills. The tests were originally designed for students who had not studied high school algebra or had completed less than one year of algebra. The students' tests were then evaluated item-by-item to determine what percentage of the students answered each item correctly.

The faculty members were asked to rate each item on each of the four tests as to the percentage that they felt entering first semester freshmen associate degree nursing students should be able to answer correctly.

On the average, the faculty expected student performance to be approximately 87% per item on the tests, whereas, the actual student performance was approximately 75% per item. The faculty expected the students to be able to pass a test of basic mathematics skills at a rate much higher than the students were able to do.
Notes: Source: Dissertation Abstracts International, Volume: 48-07, Section: A, page: 1685.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1987.

School code: 0055.