Student Success in Developmental Mathematics Courses

Abstract

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE.

Acknowledgments

We appreciate the thoughtful comments of P. Uri Treisman, Executive Director of the Charles A. Dana Center, University of Texas at Austin, on an earlier draft of this manuscript.

Notes

Note. *p < .05; **p < .01.

Note. *p < .05.

Note. One full-time teacher did not answer the teacher practices items. One college had a departmental policy of no calculators allowed on developmental mathematics exams.

Note. R ² = 40.7%;  = bivariate correlation between variable and grade;  = squared structure coefficient; β = beta weight; B = unstandardized weight. See Appendix for variable abbreviations. The 16 independent variables have been sorted by the absolute values of the structure coefficients.

Note. See Appendix for variable abbreviations.