Instructional Practices in Developmental Mathematics: A Multilevel Analysis of Community College Student Perceptions

Abstract

In the current study, we explored the relationship between community college students’ assessments of their developmental mathematics instructors’ practices and mathematics course grades. Using a sample of 375 developmental mathematics students, we examined ratings of their instructors on four autonomy-supportive practices, recommended as principles of good practice in undergraduate education: providing prompt feedback, addressing diverse ways of learning, providing real-life situations, and relating the subject matter to outside events. Using multilevel modeling and controlling for student and teacher background variables, we found that providing prompt feedback was the only statistically significant predictor of mathematics achievement among other student-perceived instructional strategies. Implications for research and practice regarding developmental mathematics teaching strategies are discussed.

KEYWORDS:

• community college
• developmental mathematics
• instructional strategies
• student achievement