Date Approved

9-24-2018

Embargo Period

9-25-2018

Document Type

Thesis

Degree Name

MA Higher Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Sisco, Burton R.

Second Advisor

Walpole, MaryBeth

Subject(s)

Mathematics--Remedial teaching; Community college students--Services for

Disciplines

Higher Education

Abstract

The purpose of this study was to investigate academic and social integration among students in a developmental math course. A convenience sample was utilized in this study since many of the students either passed out or stopped out at the time the survey was distributed. The study used a survey consisting of the following six sections, background information/demographics, peer-group interactions, interactions with faculty, faculty concern for student development and teaching, academic and intellectual development, institutional and goal commitments.

The study found there was a positive response rate with interaction with faculty. In addition, many of the students were committed to the institution and were likely to register again the following semester. Much of these findings are consistent with other studies. However, it would be wise to replicate this study at another institution.

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