Dissertation
A COMMUNITY COLLEGE CO-REQUISITE MATHEMATICS CLASS THROUGH THE LENS OF MATHEMATICS ANXIETY: STUDENT PERCEPTIONS AND EXPERIENCES
Washington State University
Doctor of Philosophy (PhD), Washington State University
05/2025
DOI:
https://doi.org/10.7273/000007380
Abstract
Students at community colleges, particularly those taking developmental courses, have among the highest concentrations of mathematics anxiety at any educational level. Most students referred to pre-requisite remedial courses do not successfully complete them. Consequently, many community colleges have changed to the co-requisite model for mathematics support to shorten the path to mathematics course completion. With little research focused on community colleges and the relatively new co-requisite model, there is a lack of research in these areas.
This study amplified student voices to describe students' emotional and academic experiences with mathematics anxiety while enrolled in a developmental (co-requisite) statistics course at a community college. Data collection included interviews, class observations, and the Abbreviated Math Anxiety Survey (AMAS). Findings indicated that students expressed a reduction in their stress and math anxiety due to instructional decisions and relationship-building by the professor. However, the greatest influence on student success was not mathematics anxiety but their complicated lives. Based on these findings, I suggest several recommendations for students, faculty, and administrators and offer suggestions for further research.
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Details
- Title
- A COMMUNITY COLLEGE CO-REQUISITE MATHEMATICS CLASS THROUGH THE LENS OF MATHEMATICS ANXIETY
- Creators
- Kristen Jo Harvey
- Contributors
- Amy Roth McDuffie (Chair)Kira Carbonneau (Committee Member)Kristin Lesseig (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 248
- Identifiers
- 99901220448901842
- Language
- English
- Resource Type
- Dissertation