Dissertation/Thesis Abstract

The remedial math phenomenon: the student's perspective
by Edwards, Arnette, Ed.D., California State University, Fullerton, 2014, 206; 3580199
Abstract (Summary)

The number of students of community college students in need of remedial math courses continues to increase each year; however, the success and retention rate for student enrolled in remedial math courses remains extremely low. The purpose of this study was to examine factors students characterize as impeding their ability to successfully complete their remedial math courses. Using a mixed method analysis, individual interviews and surveys were utilized to investigate this issue. Eight semi-structured interviews were conducted with EOPS students who had attempted algebra (Math 020) more than once, but were not enrolled in an algebra (Math 020) course in spring 2013. Based on their perceptions, seven categories of barriers emerged. The seven categories were then used as a means for developing a survey instrument for phase Il of this study. The surveys were administered to 208 students who enrolled in algebra (Math 020) during the spring 2013 semester. The impetus behind the surveys was to examine if the general population of algebra (Math 020) students had the same perceptions of the factors that impede their ability to be successful in their remedial math classes. Data were examined to investigate if there were any correlations or significance among any of the perceived factors. Although interviewees and survey participants indicated they had similar beliefs in regards to factors they perceived impeded their ability to succeed in their remedial math sequences, no correlations or significance was found among any of the data examined.

Indexing (document details)
Advisor: Person, Dawn
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 75/07(E), Dissertation Abstracts International
Subjects: Community college education, Educational evaluation, Curriculum development
Keywords: Math barriers, Remedial math
Publication Number: 3580199
ISBN: 978-1-303-88985-1
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