This single case study explored the relationship between non-academic interventions that supported student psychosocial factors and remedial math success. The theoretical framework proposed that remedial math success was linked to psychosocial factors as described by Bandura’s social cognitive theory rather than merely cognitive factors possessed by the student. The literature review revealed that remedial math success in community colleges was chronically problematic, that psychosocial factors were fundamental to human development and learning and well supported by neuroscience, and that above average academic success has long been positively correlated with programs of non-academic interventions. According to the findings of this study, non-academic interventions such as case management, cohorts, accelerated remedial math coursework, childcare, and emergency financial assistance, provided psychosocial support essential to learning and development, which in turn resulted in extraordinary success in remedial math completion. The conclusion drawn from the findings is that effective psychosocial support is essential to achieving exceptional remedial math success rates. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/31000 |
| Date | 08 September 2015 |
| Creators | Ferrell, Benjamin Butler |
| Contributors | Cantu, Norma V., 1954-, Reddick, Richard, 1972- |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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