The importance of the study is grounded in the need to increase the success rates at community colleges, which is critical for meeting national goals for college attainment and promoting upward social mobility. The majority of community college students arrive unprepared for college-level math and are placed into developmental math. A drive to increase math performance has focused on course redesigns incorporating adaptive learning technologies. While adept at adapting subject matter to students' individual needs, there remains the need to understand the role of student metacognition in the learning process. The purpose of this study is to investigate the association between specific learner attributes and academic success in developmental math for students who are acquiring their skills through an adaptive learning technology environment. The Motivated Strategies of Learning Questionnaire, GRIT, and Mental Toughness Questionnaires were used to uncover relationships and differences between measured traits, student success, and demographic items such as age, gender, race, amount of time spent in paid work, and previous credits. Survey results were analyzed using a correlation research design and demonstrated significant relationships between time and gender, topics mastered and race, time and Motivated Strategies for Learning, time and self-regulation, and grade and emotional control. The study makes recommendations about how to best develop and leverage adaptive learning technologies in the future.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc862853 |
| Date | 08 1900 |
| Creators | Vanderheiden Guney, Stacey Lynn |
| Contributors | Knezek, Gerald, Lin, Lin, Elieson, Willard |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Vanderheiden Guney, Stacey Lynn, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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