| The overall pass rate of post-secondary developmental education students (PSDE) in basic math is low, 41%, and many post-secondary institutions are looking for ways to improve their pass rate. This case study examined the methodology of one PSDE basic math class located at a private community college in the Midwest in an attempt to improve that college's low pass rate. The study's theoretical framework was Bandura's concept of self-efficacy. The study explored students' perspectives on the process of learning, on the reasons for passing or failing, and on the outcomes in a basic math class. Data included interviews, observations, test scores, and self-assessment forms. Data were analyzed using case and cross-case matrixes. Findings regarding the process of learning revealed that participants had little peer-to-peer interactions, preferred instructor-to-student interactions, and felt less anxiety while working on computers. Findings regarding student attitude and learning outcomes revealed that participants' attitudes towards math improved and they learned computer, resource usage, and math skills. Participants' reasons for failing the class included frustration and poor motivation while passing included seeking assistance and learning math skills. Instructor reasons for students failing included poor attendance and motivation while passing included regular attendance and work pace. Recommendations for action included implementing more peer-to-peer interactions, training teachers regarding negative behaviors, and implementing different classroom arrangements. Colleges must serve as social change agents by making learning opportunities available to all students that will teach them the career and life skills necessary to improve their socioeconomic status, and ultimately, to improve society as a whole. |
