Factors Related to Student Retention in Community College Developmental Education Mathematics

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This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Students Existing Records (SER). The IIS survey instrument questionnaire was completed by 41 students from a sample of 56 developmental education students enrolled ... continued below

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143 leaves : ill.

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Umoh, Udoudo J. (Udoudo Jimmy) August 1992.

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  • Umoh, Udoudo J. (Udoudo Jimmy)

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This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Students Existing Records (SER). The IIS survey instrument questionnaire was completed by 41 students from a sample of 56 developmental education students enrolled in college level mathematics, and the data thus collected were used for analysis. Data were analyzed using frequency count, percentage, and the chi-square statistical analysis with a significant level of 0.05. The analysis of the data showed that the responding sample was primarily white, females aged 18 to 45. Most of the respondents had high grade point averages, did not miss any developmental education mathematics classes, and attended extra curricular activities infrequently. More fathers than mothers of the sample population had received a college education. Academic goal commitment, institutional experience, academic involvement, and placement grades were not statistically significant factors influencing retention. Among the major findings were: Development education instructors appeared to make the difference, institutional experience, academic goal commitment, and placement grades did not appear to play a major role; the students' academic involvement beyond classes appeared negligible; age, gender, grade point average, and parental educational levels were not significant factors for student retention in developmental education mathematics courses. Although statistical evidence did not support reversal of the proposed null hypotheses, pertinent issues for further research were raised.

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143 leaves : ill.

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  • August 1992

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  • March 26, 2014, 9:30 a.m.

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  • Feb. 27, 2015, 7:46 a.m.

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Umoh, Udoudo J. (Udoudo Jimmy). Factors Related to Student Retention in Community College Developmental Education Mathematics, dissertation, August 1992; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc279110/: accessed September 22, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .