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The shift across developmental education from prerequisite to corequisite remediation has left students underprepared for college-level mathematics in need of additional support. Typically, this support takes the form of content remediation, but what happens when this extra help is reframed in terms of student learning skills and confidence? Taking place across four sections of College Algebra at a large community college in Texas, this mixed methods, quasi-experiment examined the academic and affective outcomes between students given the usual, content-centered remediation versus an intervention grounded in the theories of self-regulated learning and growth mindset. This intervention included explicit instruction on cognitive and metacognitive learning strategies and growth mindset principles, weekly reflective student learning journal writing prompts, and a reworking of formative assessments. No statistically significant differences were found between the two groups, but higher exam scores by the intervention group indicate possible practical significance. Qualitative differences also emerged between the two groups with the intervention group self-reporting a wider variety and more frequent use of metacognitive learning strategies, demonstrating a higher degree of self-experimentation and strategic planning, and experiencing greater increases in external locus of control and self-confidence. Although many interesting avenues remain to be studied the incorporation of self-regulated learning and growth mindset principles may help students enrolled in corequisite algebra-based courses become more effective learners.
ContributorsCollins Montalbano, Amy (Author) / Henriksen, Danah (Thesis advisor) / Firetto, Carla M (Committee member) / Simpson, Nancy (Committee member) / Arizona State University (Publisher)
Created2021