Developmental Mathematics: Students’ Predicted Outcome Value of Electronic Communication
Date
2021-02-15
Authors
Nabors, Amy G.
Zientek, Linda R.
Journal Title
Journal ISSN
Volume Title
Publisher
Texas State University, The Education Institute
Abstract
This study investigated the predicted outcome value of electronic communication from the viewpoint of developmental mathematics students. Students at a large Texas community college completed a combination of instruments that were administered in three prior studies. Three reasons for using electronic communication that were included in this study were procedural/clarification, personal/social, and efficiency. Results indicated that (a) student-initiated electronic communications conversations were correlated with students’ predicted outcome value of electronic communications; (b) instructor immediacy behaviors via electronic measures was correlated with students’ reasons for electronic communication; (c) instructor immediacy of electronic communication and the reasons for communicating explained 34.3% of the variance in students’ predicted outcome value of electronic communication; (d) procedural/clarification reasons was the largest predictor of predicted outcome value; and (e) the β weight and structure coefficient suggested that personal/social reasons was a possible suppressor.
Description
Keywords
developmental mathematics, electronic communication, predicted outcome value, regression, suppressor variable
Citation
Nabors, A. G., & Zientek, L. R. (2020). Developmental mathematics: Students’ predicted outcome value of electronic communication. Journal of College Academic Support Programs, 3(2), pp. 29-40.