Graduate Studies, UNL

 

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Accessibility Remediation

If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.

First Advisor

Yvonne Lai

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Mathematics

Date of this Version

12-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Mathematics

Under the supervision of Professor Yvonne Lai

Lincoln, Nebraska, December 2024

Comments

Copyright 2024, Colby Lamb. Used by permission

Abstract

Because the failure rate for college algebra is large and sometimes up to 50%, college algebra serves as a gatekeeper to STEM fields and degree completion. Therefore, it is critical to examine students who are at risk of dropping, withdrawing, and failing college algebra help-seeking behavior. The purpose of this mixed methods study was to focus on students’ perceptions of in-classroom and out-of-classroom activities and systems in a college algebra course designed based on principles of active learning and how those activities and systems are affordances or barriers to help-seeking. The research questions to be addressed were:

Central Research Question:

  • What learning supports and environmental factors influence college algebra students’ engagement in help-seeking behavior in an active learning environment?

Quantitative Research Question:

  • Are student perceptions of active learning, self, and environment related to help-seeking in the context of college algebra?

Qualitative Research Questions:

  • What in-classroom and out-of-classroom supports do at-success students perceive will help and hinder their success in an active learning college algebra course?
  • Are students' perceptions of mathematics, active learning, self, and environment related to help-seeking in the context of college algebra?

The research design was convergent mixed methods. Quantitative data were collected from SPIPS-M survey Likert items. Qualitative data were collected from open-ended questions on the SPIPS-M survey and interviews of students. How students see themselves in relation to their peers and classroom environments directly supports or blocks their help-seeking. Consequently, it is essential for instructors to attend to classroom norms and group dynamics norms to promote positive engagements for all students in an active learning environment.

Advisor: Yvonne Lai

Download

Share

COinS