Exploring student success factors in a remedial mathematics course

Abstract

The purpose of this qualitative study was to explore the factors described by medical imaging and nursing students as contributing to the successful completion of a remedial mathematics course at small private college. A case study method was used to answer the one research question: what factors do medical imaging and nursing students describe as contributing to the successful completion of a required remedial mathematics course? The case study included eleven student participants, three faculty who taught remedial mathematics, and supporting documents. The student participant sample included both medical imaging and nursing students. Data was gathered primarily through individual interviews with the student participants. There was one focus group that included all three of the faculty. Other documents that were related to the case were gathered and analyzed. Data was analyzed using an inductive and deductive approach, coding, and constant comparison. Findings show that students had a self-awareness that they needed to seek help in order to pass the course. Once they made the decision to seek help, they obtained help from a variety of academic support services and resources available at the college. Students in this study had motivation that was career-driven. Students also believed that there was a commitment from their faculty to help them be successful in the course. The required math lab was described by all eleven of the student participants as beneficial to understanding the material. All student participants talked about some level of support they received from their peers. Finally, the amount of time that each student participant put into practicing the math problems so that they could understand the material was described as critical for their success. Four conclusions were drawn from the findings of this study: 1) having a career goal and rigorous program entrance requirements served as strong motivators for students to pass the remedial mathematics course; 2) self-direction (manifested as seeking one-on-one support) was integral to success; 3) perceived faculty commitment contributed to student success; and 4) learner-centered curricular design of remedial mathematics benefited students.