Date of Award
1-26-2022
Degree Name
Doctor of Philosophy (PhD)
Degree Type
Dissertation
Abstract
Numeracy is considered an important outcome of a student's education by educators, administrators and future employers. This work describes the research, development and testing involved in the creation of a new online multiple-choice instrument designed to detect changes in levels of numeracy skills in undergraduate students. Responses from more than 5,000 students at a selective R1 university on the General Education Numeracy Assessment (GENA) test were collected. A psychometric evaluation of the test showed that the test is a reliable instrument for measuring numeracy. Further analysis using a linear mixed-effects model showed that student scores were significantly higher when taken during their last semester at college. Additional differences in numeracy level as measured by the GENA were indicated by sex, ethnic background, major and entry level math course. The overall gain was similar for non-STEM majors. Although female students had lower GENA scores than male students in their first semester, female students who majored in mathematics or science scored at the same level as male mathematics or science majors. Training within a major course of study in math or science enabled closure of the gap.
Language
English (en)
Chair and Committee
Jimin Ding
Recommended Citation
Kuehne, Lisa, "An Analysis of Retention and Development of Numeracy Skills in Undergraduates" (2022). Arts & Sciences Electronic Theses and Dissertations. 3256.
https://openscholarship.wustl.edu/art_sci_etds/3256