Date of Conferral
8-14-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Matt Varga
Abstract
Many college students enter postsecondary education underprepared for college-level mathematics, posing challenges for course completion and degree attainment. In response, a local community college system implemented a mainstreaming initiative that places underprepared students directly into college-level statistics courses with supplemental instruction (SI). This basic qualitative study explored students’ perceptions of the role of SI and instructor engagement in supporting their success in a college-level statistics course. The research was guided by Vygotsky’s sociocultural theory. Semistructured interviews were conducted with 10 students enrolled at a comprehensive college who had completed the course. Through thematic analysis employing open coding yielded five distinct themes: instructor responsiveness amid academic challenges, effective and engaging teaching practices, collaborative learning and class experience, timely and accessible academic support, resilience and achievement in the classroom, and instructor responsiveness amid academic challenges. Participants described how instructional support, peer collaboration, and personalized guidance contributed to their motivation, confidence, and course completion. Findings suggest that instructor engagement and peer-led SI were essential for fostering persistence and academic success in entry-level mathematics. Implications for positive social change include improving student retention and informing course design practices that foster inclusive and supportive learning environments in community college settings.
Recommended Citation
Rhodes, Tasha Y., "Student Perceptions About How Supplemental Instruction and Instructor Engagement Support Academic Achievement in a College-Level Statistics Course" (2025). Walden Dissertations and Doctoral Studies. 18283.
https://scholarworks.waldenu.edu/dissertations/18283
