Developmental Mathematics Courses Research Articles

Success in Asynchronous Courses Through Increasing Student’s Social Presence

Online education has fundamentally altered the educational landscape, enhancing accessibility and flexibility for learners. However, a notable limitation of asynchronous learning modalities is the diminished interpersonal engagement inherent in traditional face-to-face pedagogical contexts. This empirical inquiry investigates the impact of deliberately integrating highly interactive instructional activities within online asynchronous developmental mathematics courses. Three principal thematic categories emerged through the iterative design process of these activities. Each category is delineated and exemplified, followed by exploring course policies conducive to student achievement in interactive learning contexts. Following a grounded theory approach, this study scrutinizes course outcomes alongside student and instructor evaluations at the semester’s end. Findings suggest incorporating social interactive activities yields positive effects on course outcomes.

Latino Men’s Sense of Belonging Experiences in a Community College Developmental Mathematics Classroom

Using a phenomenological approach, we examined the sense of belonging for first-generation Latino men enrolled in a developmental mathematics course at a Hispanic-Serving Institution. The focus was on faculty-student interactions that fostered a sense of belonging. Data were collected through individual, semistructured interviews. Participants revealed specific instructor practices and qualities that created a sense of belonging. The results inform faculty on experiences that create a sense of belonging within a mathematics classroom.

Integrating learning support: the relationship between first-year seminar enrollment and student success in developmental mathematics

ABSTRACT Nearly half of all students in the United States are placed into at least one developmental course in college. Many of these students fail to complete developmental course sequences and persist to degree completion. First-Year Seminars are one of several high-impact practices associated with increased persistence, retention, and graduation rates of college students. Inverse probability of treatment weighting (IPTW) was used to explore the effect of concurrent first-year seminar enrolment on the academic achievement of students placed into developmental mathematics. Study results indicated that students who self-selected into a first-year seminar were more likely to earn a passing grade in their developmental mathematics course and have higher overall GPA. These results may inform strategies for integrating learning support with instruction for academically underprepared college students.

High school transcript placement in developmental mathematics courses: A case study at one college

Historically, college students who require remediation in mathematics have been placed into developmental mathematics courses. Accurate placement is important for student success; inaccurate placement in a low-level course could lengthen a students’ time to degree completion. Placement policies have tended to focus on a high-stakes placement test, but more holistic approaches have been recommended. This study investigated success outcomes for students placed with a holistic approach of evaluating high school transcripts. Students who were placed into one of three developmental mathematics by their high school transcript at a suburban community college in North-eastern United States were selected for this study. A non-experimental, retrospective research study was conducted. Archival data of students who took a developmental mathematics course from fall 2015 through spring 2019 and had a high school transcript on file were chosen for this study. Findings from chi-square analyses indicated that high school transcripts that consider mathematics course grades are a viable placement option for developmental math courses, particularly the two lower-levels. However, lower than desired success rates suggest that placement is only the first step to increasing student achievement. A lack of high school transcripts suggests some students would prefer to take a placement test, particularly for students in the upper-level course on a college algebra path. A challenge for community college advisors will be creating an equitable placement policy for students who do not have a recent high school transcript.

College Developmental Mathematics Students' Understanding of Fraction Operations

Students enrolled in post-secondary developmental mathematics courses hold mathematical misunderstandings that begin prior to their college careers. Specifically, these students struggle with the conceptual understanding related to fractions, ratios, and proportions. The Common Core State Standards in Mathematics outline standards for K-12 mathematics education. Standards for fractions, ratios, and proportions are found in grades 3-7. Through a research instrument, collegiate developmental mathematics students were investigated regarding their understanding of these standards. It was determined that participants showed evidence of limited knowledge of the examined areas involving fractions, ratios, and proportions. Because it seems that this lack of understanding is rooted early in their educational careers, and is continued throughout students' academic careers, it is hoped that this work can be a starting point for future work in this field that may apply to investigating ways to bridge these gaps in mathematical understanding.

A Socio-Ecological Outcome Investigation of the Student Engagement, Achievement, and Satisfaction of Latino Men in Community College Developmental Mathematics

ABSTRACT To understand how to best support Latino male community college students, we used the Socio-Ecological Outcomes (SEO) model to examine factors associated with their achievement and college satisfaction. Specifically, we leveraged data from the Community College Survey of Student Engagement (CCSSE) and situated our study in developmental mathematics, given its potentially gatekeeping effects in postsecondary education. In a subsample of Latino men in community college developmental mathematics courses (N = 1,140), we conducted two regression models with GPA and satisfaction as outcomes and various predictors from the SEO model such as background, environmental, academic, and campus factors. Results indicated that academic preparedness, being of older age, college support from friends and family, and use of academic-related resources were positive predictors for both outcomes. Sense of belonging was positively associated with college satisfaction. Conclusions and implications for how CCSSE variables can be used in conjunction with the SEO model are discussed.

A Numerical Indicator of Student Cognitive Engagement and Mathematical Growth

We discuss and examine a numerical indicator—the individual gain—of students’ engagement and mathematical growth in relation to an instructor’s course aims and goals. The individual gain statistic assesses the fractional amount an individual student improves initial-test to final-test. We argue that an initial-test score and a final-test score, if the two tests are related to each other and to a course focus, can provide a numerical indication of a student’s engagement with the goals and aims of the course and the extent to which a student was prepared to work toward those goals. Results on the distribution of individual gain for students in two-year college developmental mathematics courses and in sections of a course for pre-service elementary teachers are discussed. We detail and discuss advantages of the full distribution of individual gain, particularly for allowing statistical inference for differences, compared with Richard Hake’s use of mean gain of reform classes in undergraduate physics. Other instructional benefits of using the gain statistic to examine distribution of individual student gains include: a pre-test formative assessment at beginning of instruction, providing an instructor with data for specific, targeted remediation; and planning information that informs an instructor for the effectiveness of instruction for students in that cohort.

An Investigation of Differences in Student Success and Persistence Rates by Course Modality

Emporium courses have been offered as an option to reduce the amount of time students spend in developmental mathematics courses. This study investigated differences in achievement and persistence in mathematics by course modality for students enrolled in developmental mathematics at a suburban community college in the Northeast United States from fall 2015 through spring 2019. Statistically significant differences existed in final exam score and course grades by course level. For the upper two developmental mathematics courses, achievement measures in emporium courses were comparable to face-to-face courses. Thus, an emporium model that is designed to provide a semi-structured schedule, prompt feedback, and frequent interactions with tutors and faculty is a viable option for middle- and upper-level courses. The emporium modality did not appear to benefit students placed into the lowest level course (i.e., pre-algebra) as grades and persistence rates were lower compared to face-to-face courses. Online course modality was not the best option across all course levels. The results of this study may have implications for post-secondary institutions that want to begin offering developmental mathematics courses in multiple modalities.

Benefits of Flipped Learning for Developmental Mathematics

ABSTRACT Current research shows community college students face numerous obstacles that limit their success in developmental mathematics courses. This study surveyed students to determine whether flipped learning produced differences in student engagement or factors related to passing rates compared to that of traditional teaching for different demographics of these students. The data were analyzed with mixed methods and converted to quantitative numerical values for statistical analysis, or coded qualitatively. This study revealed that flipped learning resulted in greater or no difference in student engagement, and greater feeling of respect and concern from instructors than traditional learning. Additionally, greater factors related to passing rates were revealed in young, white, able-bodied, male students. College administrators should further investigate if flipped learning would benefit students.

Redesigning Developmental Mathematics Education: Implementation and Outcomes

ABSTRACT Developmental mathematics is often a barrier to student progress and success in college. As a result and for this reason, this research study describes the redesign of a developmental mathematics course at a U.S. East Coast university to decrease the amount of time it takes for students to complete their developmental requirement and increase the success rate of students who move on to college-level mathematics. It also describes the motivation for the redesign and the implementation process. An analysis of quantitative data relating to student performance provides insight into how the course redesign presents opportunities and challenges for student progress and learning. The redesign demonstrated a high percentage of students passing the course over three years and has contributed to a high retention rate for developmental mathematics students. Recommendations for colleges and universities are included.

Streamlining Time Spent in Alternative Developmental Mathematics Pathways: Increasing Access to College-Level Mathematics Courses by Altering Placement Procedures

Developmental mathematics, which is designed to prepare students for college-level mathematics courses, can be a barrier to students’ success. In the United States, the majority of students placed into developmental mathematics courses fail to complete the developmental sequence. Alternative mathematics pathways offer some benefits when integrated with “just-in- time support” or expedited instruction on specific prerequisite concepts needed solely for the current lesson. This study compares two statistics courses taught at a public community college: a complete course taught in one semester and a two-semester version with just-in-time develop- mental content integrated into the course. The study found that students placed into the one- semester statistics course accumulated significantly more credits after one and two years of college. These students also completed an associate’s degree within two years at a significantly higher rate than students placed into the two-semester statistics course. The study also found students deemed non-proficient by the college’s placement exam, who also had a strong high school average were significantly more likely to earn a grade of A- or higher or a grade of B- or higher compared to students originally deemed proficient.

Does a Modified Math Emporium Work for All Students?

Mathematics Emporia, or dedicated technology-supported learning environments designed to support large numbers of students in predominantly developmental mathematics courses, are a relatively recent phenomenon at community colleges and universities across the nation. While the size and number of these emporia has grown, empirical research into the impact of an emporium model on student learning and affect is only now emerging. This is especially true when looking at the impact of an emporium approach on students from diverse backgrounds. This study attempts to fill in the gaps in existing research related to how well emporium models address the needs of students based on gender, race/ethnicity, international status, and first- versus continuing-generation. Findings indicate that not all populations are served equally well by a modified mathematics emporium approach. The need for action to address inequities in student performance and implications for future research are discussed.

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

Researchers have characterized the challenges many deaf and hard of hearing (DHH) students face in postsecondary science, technology, engineering, and mathematics (STEM) programs to three domains: preparation, socialization, and access. Additionally, some research has found that learners who are DHH have poor autonomous learning skills. The Deaf STEM Community Alliance, a project supported by the National Science Foundation (NSF HRD-1127955), created a model virtual (online) academic community called the DHH Virtual Academic Community to directly address preparation, socialization, and access challenges with the logic that online resources provide innovative and flexible means to adapt to complex student needs and schedules. This article describes a mixed-method study regarding one instructor’s effort to supplement developmental math education with online videos for students who are DHH, addressing issues relating to the challenges of preparation and access. Data analysis used both quantitative and qualitative methods to interpret student responses ( n = 89) about viewing behaviors and perceived benefits of the videos. Analysis of viewing behaviors also incorporated aggregated user analytics generated by YouTube. An unexpected finding of the study relates to the opportunity to develop autonomous learning skills by using the videos. While previous research with this student population has frequently found that students are teacher dependent, this study suggested that providing review videos allowed students to practice and master content on their own, strengthening their autonomous study skills.

Student Experiences in an Online First-Year Seminar Paired with Remedial Mathematics

Educational research has explored the influence of first-year seminars, online course delivery, and developmental coursework on first-year student success, yet there is limited research on how these educational components intersect. A collective case study approach was used to explore the experiences of students enrolled in an online first-year seminar that was paired with a developmental mathematics course. Students reported different motivating factors and expectations for enrolling in the course, yet all expressed a desire to improve their academic performance and confidence. These results help to inform how delivery of an online FYS can support the goals of students and institutions.

Student-to-Student Support in Developmental Mathematics Courses

During the Fall of 2015, faculty and staff at a large community college district with an enrollment of 55,000 in the Southwest United States were encouraged to apply for Innovation Challenge Grants. The goal of these grants was to allow faculty and staff an opportunity to create, innovate, and share ideas, so that the college could strive to be one of the best organizations by developing an environment for students to learn and grow. The funding of this grant came from the district president allowing 5% of the budget from each division to be funneled into a pool of money, from which faculty and staff could apply for a grant. A committee would review each grant request and make recommendations as to whether to approve the funding. For developmental mathematics (DM), a group of three faculty members got together to brainstorm ways these innovation funds could be used to assist students enrolled in DM courses. The meeting focus was directed to students taking weekend DM courses as part of the Weekend College Program. The colleges' Weekend College Program offers alternative scheduling for those unable to attend college during a traditional time frame, desiring to augment a traditional class schedule, or add classes to their day, evening or online schedules.

The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses.

Although online courses are becoming increasingly popular in higher education, evidence is inconclusive regarding whether online students are likely to be as academically successful and motivated as students in face-to-face courses. In this study, we documented online and face-to-face students’ academic motivation and outcomes in community college mathematics courses, and whether differences might vary based on student characteristics (i.e., gender, underrepresented ethnic/racial minority status, first-generation college status, and adult learner status). Over 2,400 developmental mathematics students reported on their math motivation at the beginning (Week 1) and middle (Weeks 3, 5) of the semester. Findings indicated that online students received lower grades and were less likely to pass from their courses than face-to-face students, with online adult learners receiving particularly low final course grades and pass rates. In contrast, online and face-to-face students did not differ on incoming motivation, with subgroup analyses suggesting largely similar patterns of motivation across student groups. Together, findings suggest that online and face-to-face students may differ overall in academic outcomes but not in their motivation or differentially based on student characteristics. Small but significant differences on academic outcomes across modalities (Cohen’s ds = 0.17–0.28) have implications for community college students’ success in online learning environments, particularly for adult learners who are most likely to be faced with competing demands.

Mathematics as a factor in community college STEM performance, persistence, and degree attainment

AbstractCommunity colleges serve a vital role in the education of science, technology, engineering, and mathematics (STEM) majors in the United States, however, most research to date on STEM pipeline persistence from academia to the workforce has focused on four‐year colleges, which limits understanding of the potential of two‐year pathways in diversifying STEM participation. One chronic issue is the vertical alignment of community college STEM education with workforce demands and advancement to baccalaureate institutions. This research builds upon prior work by exploring the initial mathematics enrollment and performance of STEM majors, and how this relates to demographic and socioeconomic variables and the likelihood of degree change from STEM to non‐STEM disciplines, graduation and transfer rates, attrition from college, science performance, and credit production. This explanatory observational study employed multiple regression techniques to examine transcript data from four cohorts of community college STEM majors (n = 1,511) over 3 years of enrollment in an institution in the Northeast U.S. Results indicated that students who first enrolled in remedial mathematics courses experienced a higher likelihood of changing to non‐STEM majors, greater attrition, lower credit production, weaker science performance, and lower rates of graduation and transfer to four‐year colleges. Students who completed developmental mathematics courses failed algebra and trigonometry at a rate of 68%, indicating remediation coursework did not prepare most students for the mathematics required for science degrees. Students who qualified for advanced mathematics as their entry level course outperformed students who first took lower level classes. Demographic variables and socioeconomic status had limited predictive value for STEM‐related outcomes. Results suggest that community college STEM majors may benefit from reconceptualized developmental curricula focused on essential skills for success in advanced mathematics and science, as well as clarity on transferable coursework and structured pathways to reach the milestones required for STEM degrees and careers.

Affective States of University Developmental Mathematics Students and their Impact on Self-Efficacy, Belonging, Career Identity, Success and Persistence

The identification of factors that impact student success in mathematics courses has been a focus of a great deal of research since the early 2000s. The role of classroom approaches, teacher beliefs, and underlying student backgrounds have been studied in different ways. As a part of this effort researchers have studied the degree to which personality factors and affect contribute to (or mitigate) a student’s level of effective engagement. In this work we present the results from the first semester of a two-year study of the role of anxiety, personality factors and self-efficacy in student success and career planning for a cohort of students entering a developmental mathematics course at the university level. We quantify the impact of anxiety on success and grade outcomes, as well as identify a personality factor interacting with success in a surprising way. We provide initial data regarding the students’ sense of belonging in STEM disciplines and their self-efficacy levels, and then analyse their career planning patterns.

Getting Academically Underprepared Students Ready through College Developmental Education: Does the Course Delivery Format Matter?

ABSTRACT Addressing high demand for developmental math instruction and low rates of successful completing of the developmental coursework, with cost and space constraints, has been an ongoing challenge for postsecondary institutions. With advances in online instructional technology, particularly those based on artificial intelligence, web-based instruction is increasingly considered as a way to alleviate these burdens. This is among one of the first efforts that uses a quasi-experimental design to compare the academic outcomes of students who take a developmental mathematics course in a blended setting that combines face-to-face instruction with an online intelligent tutorial system, ALEKS, to the academic outcomes of students who take the same course in a fully online setting. Results suggest that students receiving online-only instruction perform worse on the final exam and receive lower course grades. However, a cost-effectiveness analysis suggests that fully online instruction has both a lower cost per student enrolled and a lower cost per student passing the course.

Exploring Developmental Mathematics from Faculty Members’ Perspectives: How Internal and External Dynamics Influence Student Success in a Community College

Exploring Developmental Mathematics in Community College: Faculty Members’ Perspectives on How Internal and External Dynamics Influence Student Success
 
 
 Abstract
 
 Objective: Recent studies have shown that successful completion of developmental mathematics can impact a students' academic achievement and completion of their educational goals. However, few students have examined the internal and external dynamics that can influence a students' level of engagement in developmental mathematics. To identify the internal and external factors that influence students‘ success at developmental mathematics courses at a community college based on the opinions of developmental mathematics instructors, class room observations, and institutional documents. The following research question guided the study: What internal and external dynamics influence student success in developmental mathematics at a community college? Method: We chose to conduct an exploratory case study using qualitative methods of data collection; interviews with developmental mathematics instructors, observations of developmental mathematics classes, and analysis of documents to understand the issue from multiple perspectives. Data were collected from developmental mathematics instructors at a community college located in the northern region of the east coast. Results: Findings indicated that internal dynamics related to the need for changes in institutional policies and guidelines can influence success in mathematics. External dynamics such as secondary schooling practices and local businesses involvement in the curriculum can weaken or strengthen the mathematics pipeline and influence student engagement. Contributions: This study uncovers some of the internal and external dynamics that can influence a students‘ engagement in developmental mathematics and subsequently her/his probability of achieving desired educational outcomes. Therefore, we discuss the importance for institutional leaders and external partners to examine practices that may impede student academic achievement.