Fall 2009 Student Focus Groups Overcoming the Challenges of Developmental MATHematics YEAR 200708 200809 200910 Persistence Staying in school Developmental reading Developmental mathematics amp AfricanAmerican Male Students ID: 263633
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Achieving the DreamFall 2009 Student Focus Groups
Overcoming the Challenges of Developmental MATHematicsSlide2
YEAR
2007-08 2008-09 2009-10
Persistence (Staying in school)Developmental reading
Developmental mathematics & African-American Male Students
Achieving the Dream Calendar
FOCUS GROUPSSlide3
4
– Step Process for Making Data-Informed DecisionsSlide4
16
Student Focus GroupsTwo Basic Math classes per campusTwo
Beginning Algebra classes per campusFull-time and part-time facultyDay and evening classesStudents were asked,
“What barriers/challenges have you faced in successfully completing Basic Math/Beginning Algebra?”Slide5
Basic Math & Beginning Algebra BarriersSlide6
Focus Group Data Results
BARRIER TYPE
COUNTPERCENTAGE
1
Student Personal Issues
(Persistence)
117
50.0%
2
Student Academic Issues
57
24.4%
3
Instructional Issues
26
11.1%
4
Anxiety in Mathematics
10
4.3%
5
TCC
Math Lab
8
3.4%
6
MyMathLab
/Online Resources
7
3.0%
7
Classroom
Environment
5
2.1%
8
Textbooks
4
1.7%
234
100%Slide7
Focus
Group DataBASIC MATH & BEGINNING ALGEBRASlide8
Top Barrier Types
85.5% of the math barrierspertain toStudent Personal Issues
Student Academic IssuesInstructional Issues
(Reported on all four campuses)Slide9
BARRIER TYPE
COUNT%
Focus Group Data Results
BARRIER TYPE
COUNT
%
1
Student Personal Issues
(Persistence)
117
50.0%
2
Student Academic Issues
57
24.4%
3
Instructional Issues
26
11.1%
4
Anxiety in Mathematics
10
4.3%
5
TCC Math Lab83.4%6MyMathLab/Online Resources73.0%7Classroom Environment52.1%8Textbooks41.7%234100%
Student Personal Issues(Persistence)
BARRIER SUB-TYPECOUNT%1Balancing School, Employment, & Life3731.6%2Attitudes1815.4%3Time Management1412.0%4Non-traditional Student97.7%5Focus/Attention97.7%6Attendance86.8%7Child Care76.0%8Lack of Money/Financial Aid65.1%9Transportation43.4%10Adjusting to College32.6%11Student Disabilities21.7%
117
These persistence barriers also appeared in the analysis for persistence 2007-08 and reading 2008-09Slide10
Balancing School, Employment & Life
(Top Sub-Type of Student Personal Issues)
These are just a few examples from the Developmental Mathematics Focus Group Data – Fall 2009Slide11
What
Works?
These are examples
from the Developmental Mathematics Focus Group Data – Fall 2009Slide12
BARRIER TYPE
COUNT%
Focus Group Data Results
BARRIER TYPE
COUNT
%
1
Student Personal Issues
(Persistence)
117
50.0%
2
Student Academic Issues
57
24.4%
3
Instructional Issues
26
11.1%
4
Anxiety in Mathematics
10
4.3%
5
TCC Math Lab83.4%6MyMathLab/Online Resources73.0%7Classroom Environment52.1%8Textbooks41.7%234100%
BARRIER SUB-TYPE
COUNT%1Trouble Working Problems1526.3%2Pace of Class1322.8%3Student Learning Styles814.0%4Study Habits/Skills712.3%5Academically Underprepared in Math58.8%6Meeting Academic Workload58.8%7Help Outside Math Lab23.5%8Student Placement23.5%Student Academic Issues57Slide13
Trouble Working Problems
(Top Sub-type of Student Academic Issues)
These are just a few examples from the Developmental Mathematics Focus Group Data – Fall 2009Slide14
What Works?
These are common examples from the Developmental Mathematics Focus Group Data – Fall 2009
Size of Gear
≠
ImportanceSlide15
BARRIER TYPE
COUNT%
Focus Group Data Results
BARRIER TYPE
COUNT
%
1
Student Personal Issues
(Persistence)
117
50.0%
2
Student Academic Issues
57
24.4%
3
Instructional Issues
26
11.1%
4
Anxiety in Mathematics
10
4.3%
5
TCC Math Labs83.4%6MyMathLab/Online Resources73.0%7Classroom Environment52.1%8Textbooks41.7%234100%
BARRIER SUB-TYPE
COUNT%1Instructor Policies1350.0%2Instructor Teaching Styles830.8%3Communication519.2%Instructional Issues26Slide16
Instructor Policies
(Top Sub-Type of Instructional Issues)
These are just a few examples from the Developmental Mathematics Focus Group Data – Fall 2009Slide17
What
These are examples from the Developmental Mathematics Focus Group Data – Fall 2009
Works
?
Students Report…Slide18
Want more information?
Complete Developmental Mathematics Matrix – Student Focus Groups, Fall 2009Developmental Mathematics Student Focus Group Data Report, April 2010TCC Mathematics Quick FactsStudy of Developmental Mathematics included MATH0003 Basic Math and MATH0013 Beginning AlgebraSlide19
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