The purpose of this study was to investigate implementation of an early intervention mastery activity during the first two weeks of college algebra and precalculus courses at a large U.S. public university. Statistical modeling of (N = 935) students’ performance in the courses, including a logistic regression model of pass/fail course achievement with students’ high school rank, ACT Mathematics scores, and performance on the intervention as explanatory variables, suggested significant independent differences in course performance across performance levels on the early mastery activity. An evaluation of diagnostic validity for the model yielded a 19% false negative rate (predicted to fail the course, but passed) and a 7% false positive rate (students predicted to pass the course, but failed), suggesting the early mastery activity, when combined with admissions indicators of mathematics readiness, may be useful in better identifying students at risk of failing their first university mathematics course. This strategy, which also yields information for focused intervention efforts, is currently being explored through a campus-wide advising tool at the research site.

中文翻译：

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大学代数和微积分早期掌握活动的诊断作用

这项研究的目的是调查在美国一所大型公立大学的大学代数和微积分课程的前两周中，进行早期干预掌握活动的实施情况。（N = 935）学生在课程中的表现的统计模型，包括以学生的高中成绩，ACT数学分数和干预表现作为解释变量的通过/未通过课程成绩的逻辑回归模型，表明存在显着的独立差异当然，在早期掌握活动中，各个绩效水平的绩效都不同。对模型的诊断有效性进行评估后，假阴性率（预测为未通过，但通过）为19％，假阳性率（预测为通过，但未通过）为7％，这表明了早期的掌握活动，当与数学准备就绪的入学指标结合使用时，可能有助于更好地识别有可能无法通过第一门大学数学课程的学生。目前，正在通过研究站点的校园范围内的咨询工具来探索该策略，该策略还可以为重点干预工作提供信息。