Education Commons^™

The Effects Of Self-Regulated Learning On Community College Students' Metacognition And Achievement In Developmental Math Courses, Karen D. Y. Campbell

Educational Foundations & Leadership Theses & Dissertations

The effects of training in self-regulation on metacognition and math achievement were investigated in this study. The moderator effect of gender, age and ethnicity on the relationships between training and the outcomes of metacognition and math achievement were also explored. The participants for this study were 116 community college students enrolled in developmental math courses during the spring semester. Teachers volunteered their classes for the study; there were a total of 16 classes participating in the study over two four-week terms. Classrooms were bifurcated and students were randomly assigned to the treatment and control groups. Participants in the treatment group …

A Program Evaluation Of Supplemental Instruction For Developmental Mathematics At A Community College In Virginia, Marilyn Lawson Peacock

Educational Foundations & Leadership Theses & Dissertations

With the current emphasis on accountability and the importance of math skills in our present economy, the success of developmental mathematics students at community colleges is critical. How to improve the success of these developmental students has become the impetus for many educational initiatives. One educational innovation in tutoring, called supplemental instruction, has been successfully applied to high-risk courses which are defined to have a failure rate in excess of 30%. Mid-Atlantic Community College, in its Title III grant which seeks to improve the success of developmental students, selected supplemental instruction as its initiative. This program evaluation investigated the effects …

Examining Retention And Academic Success Among Community College Developmental Algebra I Students, Patricia B. Huber

Educational Foundations & Leadership Theses & Dissertations

An increasing number of community college matriculants enter college needing remediation in mathematics. This study examined factors that may affect student retention and academic success in a developmental Algebra I course at a community college, including demographic variables, life demand variables, pre-enrollment academic characteristic, self-regulated learning characteristics, and instructional methodology.

The study ran for two consecutive semesters and included 154 participants. Self-report measures were used to gain demographic information and information about students' beliefs about math and their self-regulated learning characteristics at the beginning of the semester. An elementary algebra pre-test was administered at the beginning of the semester with …