Purpose. The purpose of this causal-comparative ex post facto study was to determine the impact, if any, that the implementation of Affective Domain Intervention (ADI) has on CCC students’ success in mathematics courses as measured by course grade point average (GPA).
Methodology. This quantitative causal-comparative study examined the impact of an Affective Domain Intervention (ADI) on math success, as measured by students’ course grade point, in community college math courses. This study compared secondary data from students in the spring 2017 semester taught by instructors implementing the ADI within the math course to students in the spring 2017 semester taught by instructors not implementing the ADI in the same math course. The sample size included 3,212 students. The researcher used descriptive and inferential statistical analysis to examine whether there was a significant difference in course grade as a result of the intervention and also by controlling for gender, ethnicity, and cumulative GPA.
Findings. The results of the descriptive analysis indicated that students demonstrated greater math success when taught with the ADI being implemented compared to those in the same classes taught without the ADI being implemented. The inferential analysis showed there was a significant impact on community college math course grade success when the ADI was implemented while controlling for gender, ethnicity, and cumulative GPA.
Conclusions. Compared to students who did not have the ADI implemented in their community college math course, students in the same math courses that did have the ADI implemented had greater success as measured by course grade point. When controlling for gender, ethnicity, and cumulative GPA, students who had the ADI implemented in their math course had greater success, as measured by course grade point, than students in the same math courses that did not have the ADI implemented. Although there are no similar studies to which to compare the results, the components of the ADI are supported by the existing literature.
Recommendations. Future research should include longitudinal studies to examine the long-term effects of the ADI. In addition, studies should consist of a broader range of mathematics courses. Qualitative studies on faculty who have implemented ADIs in their class would allow insight into the perspective of instructors and how they feel the program affects student success.
|Advisor:||Haque, M. D.|
|Commitee:||Titi Amayah, Angela, Meuschke, Daylene|
|School:||University of La Verne|
|Department:||LaFetra College of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Community college education|
|Keywords:||Affective Domain, Community College, Intervention, Mathematics, Noncognitive, Student Success|
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