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ERIC Number: EJ1168763
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0894-3907
Student-Perceived Interferences to College and Mathematics Success
Acee, T. W.; Barry, W. J.; Flaggs, D. A.; Holschuh, J. P.; Daniels, S.; Schrauth, M.
Journal of Developmental Education, v40 n2 p2-9 Win 2017
Nationally, developmental mathematics courses have some of the highest failure and withdrawal rates of postsecondary courses. A wide range of factors may be contributing to students' struggles in these courses. In order to help identify these factors, we asked students enrolled in developmental mathematics to identify factors interfering with their college success. Results suggested that students in these courses perceive a diverse set of academic and nonacademic interferences to their college success. Perceived nonacademic interferences related negatively with academic achievement and persistence. Our findings provide a holistic framework for conceptualizing additional academic and nonacademic support students might need.
National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A