Enhancing Educational Choices: A Study of Mathematics Directed Self-Placement at a Community College

Abstract

Mathematics placement and courses can be a key factor in determining the pace and success of student educational pursuits. This study delves into the potential effectiveness of Directed Self-Placement (DSP), also referred to as Guided Self-Placement or Self-Directed Placement, as opposed to traditional placement methods, in fostering successful completion of college-level math courses within two semesters at one particular institution. Using a quantitative research design, this investigation employed logistic regression analysis to compare the outcomes of students placed via DSP with those placed through more traditional procedures. The study further explored the interplay between students' demographics and their chosen level of math course.The findings reveal a nuanced landscape where, predominantly, students who engaged in DSP exhibited a higher likelihood of completing their requisite college-level math courses within the designated two semesters. However, intriguing exceptions emerged, particularly among students majoring in science, technology, engineering, or mathematics (STEM), where traditional placement methods seemed to offer an edge. Moreover, the analysis uncovered intriguing relationships between the choice of math course in the DSP process and the subsequent success rates. This research contributes to the ongoing discourse on academic placement strategies in community colleges, highlighting the potential of DSP to enhance educational outcomes while also recognizing its limitations and the need for a nuanced application. The implications of these findings are significant for educators, administrators, and policymakers striving to optimize placement processes and, ultimately, to support students in achieving their academic and professional goals efficiently.