Subsequent Course Pass Rates in Modularized Developmental Mathematics Courses in Select Community Colleges in North Carolina: The Differences Between Teacher-Centered, Student-Centered, and Computer-Centered Delivery



Journal Title

Journal ISSN

Volume Title



Throughout the past decade the structure of developmental education courses and teaching methods has been changing in order to try and improve success rates of students in developmental education courses and beyond. Course redesigns have taken place throughout the country. The modularized, mastery redesign for developmental mathematics of the North Carolina Community College System was examined in this study. The purpose of this study was to compare the subsequent gateway course success rates of the pre- and post-redesign courses, as well as compare rates of the post-redesign courses based on the delivery method used. Delivery methods compared were teacher-centered, student-centered, and computer-centered. Data showed that there was no statistically significant difference in the subsequent gateway course success rates based on the design of the course. However, data did show that the student-centered and computer-centered delivery methods, which both use indirect instruction, have a statistically significant difference in subsequent gateway course success rates when compared to teacher-centered instruction.



Developmental mathematics, Course redesign, Direct instruction, Indirect instruction, Subsequent course success rates