Keywords

developmental mathematics, community college, supplemental instruction, peer tutoring, phenomenological study, learning experiences, multiple intelligences

Abstract

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.

Notes

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Graduation Date

2005

Semester

Summer

Advisor

Evans, Ruby

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Educational Studies

Degree Program

Education

Format

application/pdf

Identifier

CFE0000661

URL

http://purl.fcla.edu/fcla/etd/CFE0000661

Language

English

Release Date

August 2006

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Restricted to the UCF community until August 2006; it will then be open access.

Included in

Education Commons

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