Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Maureen L. Ellis

Abstract

AbstractOnly 41% of first-time college students at a community college in the southwestern United States passed developmental mathematics (DM). To improve the success rate, the state’s higher education coordinating board proposed a corequisite model supporting non-course competency-based options (NCBO). The purpose of this basic qualitative study was to explore the lived experiences of community college students who successfully completed the DM NCBO sequence. Tinto’s theory of student integration and retention informed the study. The research questions for this basic qualitative study addressed the perceptions of participants regarding the DM NCBO intervention program, conditions participants identified as influencing success of DM NCBO, and participants’ perceptions about future success in college-level courses. Face-to-face semistructured interviews were conducted with 11 junior level students during the 2015-2016 academic year who successfully completed the DM NCBO sequences with a grade of C or higher. Data analysis was conducted using NVivo software to identify codes and themes, and three findings emerged supporting DM students’ success: (a) the need for a convenient location to attend classes and schedule of classes, (b) small class sizes to support peer collaboration and one-on-one interaction with instructors, and (c) enhanced student preparation for college-level courses. A policy recommendation supporting a corequisite model of instruction for DM students was developed. The study promotes social change by addressing how community colleges can better prepare developmental education students to succeed in college through graduation to enter the workforce fulfilling gaps in the labor market.

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