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Edward Osang Ayuk – ProQuest LLC, 2021
The purpose of this study was to identify differences in metacognitive and self-regulated learning strategies used by students in a self-paced, computer-based developmental mathematics program (DMP) and how these strategies accounted for differences in persistence and performance observed among the students. Five research questions guided the…
Descriptors: Metacognition, Self Management, Computer Assisted Instruction, Developmental Studies Programs
Christian Jarquin – ProQuest LLC, 2023
This study examined how community college students' reflective sentiments about learning with the Intelligent Tutoring System (ITS) ALEKS evolved in three developmental pre-Algebra Mathematics courses and how students' sentiments related to their metacognitive awareness and learning performance. Thirty-nine students participated in this study.…
Descriptors: Community College Students, Reflection, Intelligent Tutoring Systems, Student Attitudes
Allison O'Leary Lassiter – ProQuest LLC, 2023
Developmental education is a subject of increasing interest, and many current educational reforms are aimed at helping developmental students to succeed. As such, outcomes for developmental students are important for evaluating programs and supports offered to students in this situation. One such support is learning strategies coursework. Prior…
Descriptors: Grade Point Average, School Holding Power, Academic Persistence, Developmental Studies Programs
Ku, James Yu-Fan – ProQuest LLC, 2016
Obtaining a degree from a community college could be the opportunity for students to advance their education or career. Nevertheless, nearly two-thirds of first-time community college students in the U.S. were required to take developmental mathematics courses. The problem was that approximately three-fourth of those students did not successfully…
Descriptors: Community Colleges, Two Year College Students, Student Motivation, Mathematics Achievement
Otts, Cynthia D. – ProQuest LLC, 2010
The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of…
Descriptors: Mathematics Anxiety, Self Management, Academic Achievement, Mathematics Achievement