Dr. Kuiyuan Li

In this paper, we investigate the waiving of GRE/GMAT for admission to master’s degree programs in a state university in Florida, USA. Standardized tests, such as GRE/GMAT, were required for admission to the master’s degree programs in 2019/2020, waived in 2020/2021, and removed or modified in 2021/2022. We analyzed the application, enrollment, and performance data to assess the impact of these changes. The data show that the number of applicants and enrolled students exhibit an upward trend from 2019 to 2021. The undergraduate GPA of new applicants who did not submit the GRE in 2021 tends to be statistically significantly higher than for those who did submit the GRE in 2019 (p < 0.001). The new students’ first-semester graduate GPA in 2021 (no GRE requirement) tends also to be statistically significantly higher than the new students’ first-semester graduate GPA in 2019 (GRE requirement) (p< 0.01). The study employed random forest feature importance using the Gini index to analyze the predictive power of GRE and undergraduate GPA for forecasting first-semester graduate GPA. The results show that undergraduate GPA is a more significant factor than GRE. Overall, the study’s statistical evidence indicates that waiving GRE/GMAT requirements for master’s degree programs did not affect applicants’ performance, as measured by their undergraduate GPA, nor did it lead to a decline in student performance, as measured by first-semester graduate GPA.

In this study, performance data from students on a mathematics graduate programme from Spring 2019 to Spring 2020 were collected and analysed. The results showed that, if the right course delivery method was implemented, the impact of the coronavirus pandemic (COVID-19) on students' performance could be minimal. Based on the study, some recommendations are made on how to improve students' performances in graduate-level mathematics courses.

In this study, graduate “programs of strategic emphasis” at a state university in Florida, USA during the spring semesters of 2019, 2020, 2021, and 2022 were examined. The students’ application, enrollment, performance, and graduation data for the four semesters were collected and analyzed. Due to COVID-19, all courses had to be delivered purely online in the latter spring semester of 2020. Facing various challenges and uncertainties, the Graduate School worked with all programs to update their programs and remove admission barriers, including graduate record examination (GRE) requirements. After the onset of the pandemic, the number of applicants increased (p < 0.001), the number of students enrolled increased (p < 0.001), and the yield rate of enrolled new students compared to applicants decreased (p < 0.001). Despite the removal of admission barriers, the undergraduate grade point averages (GPA) of new applicants did not decrease (p = 0.500), graduate GPA in the first semester increased (p < 0.001), and overall graduate GPA increased (p < 0.001). Finally, graduation rates increased after the onset of the pandemic (p < 0.001). This study demonstrates that despite challenges due to the pandemic, removal of admission barriers did not adversely affect student outcomes.

Due to COVID-19, all courses at a regional comprehensive university in the southeastern United States transitioned online and were delivered remotely in the latter half of the spring semester of 2020. In this study, students’ performance data from four graduate programs in social sciences and two graduate mathematics programs for the spring semesters of 2019, 2020, and 2021 were collected and analyzed. Different e-learning methods were used across the different fields represented in these graduate programs. This study shows that graduate students performed well and synchronous hybrid courses reduced or negated the negative impacts of the pandemic COVID-19 on student learning. The percentage of students receiving a “B-” or better did not change significantly over time (p = 0.796 for social sciences and p = 0.315 for mathematics), total enrollment increased over time (p < 0.001 for both social sciences and mathematics), and graduation rates remained constant for social sciences (p = 0.346) while there was a bolus of graduating students in spring 2020 for mathematics (p < 0.001). Based on this study, recommendations were made for teaching and learning in future graduate level courses.

Phosphorus is a nutrient contained in fertilizer that can run off from lawns and crops. Predicting the phosphorus concentrations is an important component in determining how phosphorus is cycled in the surrounding ecosystem. In this paper, we present the development of two mathematical
methods. The first is a steady-state diffusion ordinary differential equation with given initial data. For this method, we estimate the unknown parameter values using least squares approximations for the data set without the boundary values. The second method is identical to the first except that the boundary values are imposed. We then distinguish our methods from existing approaches by deploying homotopy continuation to connect all time stages. With this approach, phosphorus concentrations can be estimated at all times and any depth. Using real-life data, we give an example to show that the methods are not only easy to use, but also provide estimates between any time stages and at any depth.

In this paper, we present the results of a case study on students' performance in mathematics and statistics gatekeeper courses. Having identified the gatekeeper courses in lower division mathematics and statistics that were taught at the University of West Florida (UWF), we assessed the group performance of students who took those classes during a recent four-year period. We performed annual assessment studies of group performance of students in those classes during the period of interest. Then, we applied Confucius philosophies on the lower division courses. Results of these assessment studies show that the students' performance improved dramatically when the Confucius philosophies were applied to the program. The report here also includes some procedures for assessing and reforming curricular at that level.

In this study, we assess the group performance of 970 high school students in mathematics. We use data from the American mathematics competitions (AMC) tests administered at the University of West Florida (UWF) for five consecutive years, 2007-2011, to assess the proficiency level of the participants as a group. The main aim is to identify areas of strength, and more importantly, weaknesses in high school mathematics for the group. A secondary objective is to assess the college readiness of the students in the area of mathematics. Aside from identifying some factors known to affect students' performance at the high school levels, we offer a range of suggestions on individual and institutional remedies that could be implemented in the 1 lth and 12th grades when most students take the standardized tests in preparation for entry into institutions of higher education. Other recommendations may help students with college readiness in mathematics. Although the students were drawn from two counties--Escambia and Santa Rosa, the results of the study may be useful throughout Northwest Florida and beyond. The results of the study could also be used to guide grade teachers to place emphases on some topics in the mathematics high school curriculum.

In this paper, we assess students' performance in Elements of Statistics, one of the popular courses in general education, using data from UWF (University of West Florida) for fall 2008, fall 2009, and fall 2010 semesters. We analyze associations between students' performance in the course and several performance related factors including: college and high school GPA (grade point averages), prerequisite algebra courses, and scores on standardized examinations. Our analyses show that the college GPA is the single most reliable predictor of performance in Elements of Statistics, and that a more stable prediction is obtained when the college GPA is used in conjunction with math and English scores on a standardized test, such as the SAT (Scholastic Assessment Test) or ACT (American College Testing). Aside from interpreting our results, we offer suggestions regarding curriculum development and placement criteria for Elements of Statistics. Adapted from the source document.