Student Success in Developmental Mathematics Courses |
| |
Authors: | Linda Reichwein Zientek Z Ebrar Yetkiner Ozel Carlton J Fong Mel Griffin |
| |
Institution: | 1. Department of Mathematics &2. Statistics , Sam Houston State University , Huntsville , Texas , USA lrzientek@shsu.edu;4. Department of Elementary Education , Fatih University , Istanbul , Turkey;5. Department of Educational Psychology , University of Texas at Austin , Austin , Texas , USA;6. Mathematics Specialization, Walden University , Minneapolis , Minnesota , USA |
| |
Abstract: | Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE. |
| |
Keywords: | |
|
|