This study chronicles the implementation of a scaffolded corequisite College Algebra curriculum at a Southeast community college and the corresponding effects on student motivation and achievement. The scaffolded curriculum incorporates academic-related skills, academic support, and student motivation to promote success in the gateway college math course. The corequisite model allows students to bypass a prerequisite course and enroll directly in the college-level coursework, with remedial content from the prerequisite course delivered concurrently through supplemental learning sessions or labs. In fall 2023, data were collected from five College Algebra courses, including student demographic data, from two evaluative instruments administered at the beginning and end of the semester. The results showed that traditional and corequisite students demonstrated statistically significant increases in their basic algebra skills and motivation metrics, with no significant differences between the two groups. Results from the corequisite treatment group identified motivational sub-factors of persistence and anxiety as statistically significant predictors of improved mathematics motivation, suggesting that students gain motivation by reducing anxiety and are more willing to persist in mathematics within the corequisite cohort. Multiple linear regressions were conducted to identify significant predictors of pre- and post-assessment scores, with Senate Bill 1720 exemption status, course type, and final course letter grade emerging as important predictors.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1277 |
| Date | 01 January 2024 |
| Creators | Sandefur, Patrick R |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Thesis and Dissertation 2023-2024 |
| Rights | In copyright |
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