developmental mathematics, community college, supplemental instruction, peer tutoring, phenomenological study, learning experiences, multiple intelligences
Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.
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Doctor of Philosophy (Ph.D.)
College of Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Phelps, Julie Meer, "Supplemental Instruction In A Community College Developmental Mathematics Curriculum: A Phenomenological Study Of Learning Experiences" (2005). Electronic Theses and Dissertations. 487.
Restricted to the UCF community until August 2006; it will then be open access.