Low success rates in online mathematics courses at the community college level have raised concerns. The purpose of this study was to investigate the factors that contribute to student success in online mathematics courses at community colleges. The non-experimental quantitative design began with descriptive statistics to explore the quantitative evidence and then applied multiple regression analysis to identify the significant predictors. A total of 135 students enrolled in three online math courses at a Southern California community college were invited to complete the Self-Assessment Questionnaire which was designed based on the seven principles of successful college teaching. The findings show that student success was associated with the following areas: Principle One—interaction between students and faculty and Principle Three—use of active learning, tutoring services, and technology competence. Students who had the lower final grades in the course reported greater needs for tutoring services. Mastering online homework has a positive impact to students. Strategies should be developed to encourage interaction between faculty and students and promote active learning environments. Institutions should provide extended hours for in-person and online tutoring services. Technology training workshops and supports should be available for both online faculty and students.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 72/11, Dissertation Abstracts International|
|Subjects:||Community college education, Mathematics education, Educational leadership|
|Keywords:||Mathematics courses, Online education, Student achievement|
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