Student-Perceived Interferences to College and Mathematics Success

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dc.contributor.authorAcee, Taylor W.
dc.contributor.authorBarry, William J.
dc.contributor.authorFlaggs, Darolyn A.
dc.contributor.authorHolschuh, Jodi P.
dc.contributor.authorDaniels, S.
dc.contributor.authorSchrauth, Michelle A.
dc.date.accessioned2020-12-18T15:46:06Z
dc.date.available2020-12-18T15:46:06Z
dc.date.issued2017-12
dc.description.abstractNationally, developmental mathematics courses have some of the highest failure and withdrawal rates of post-secondary courses. A wide range of factors may be contributing to students’ struggles in these courses. In order to help identify these factors, we asked students enrolled in develop-mental mathematics to identify factors interfering with their college success. Results suggested that students in these courses perceive a diverse set of academic and nonacademic interferences to their college success. Perceived nonacademic interferences related negatively with academic achievement and persistence. Our findings provide a holistic framework for conceptualizing additional academic and nonacademic support students might need.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent8 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationAcee, T. W., Barry, W. J., Flaggs, D. A., Holschuh, J. P., Daniels, S., & Schrauth, M. (2017). Student-perceived interferences to college and mathematics success. Journal of Developmental Education, 40(2), pp. 2–9.
dc.identifier.issn0894-3907
dc.identifier.urihttps://hdl.handle.net/10877/13083
dc.language.isoen
dc.publisherNational Center for Developmental Education
dc.sourceJournal of Developmental Education, 2017, Vol. 40, No. 2, pp. 2–9.
dc.source.urihttps://ncde.appstate.edu/publications
dc.subjectdevelopmental education
dc.subjecthigher education
dc.subjectcolleges
dc.subjectmathematics
dc.subjectacademic achievements
dc.titleStudent-Perceived Interferences to College and Mathematics Success
dc.typeArticle

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