Improving Student Success in Developmental Math: A Utility Value Intervention

• In Event: Poster Session 1
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

Pass rates in community college developmental math are a national crisis. The current study adapted a utility value intervention from Hulleman and Harackiewicz (2009) in an effort to facilitate student performance and motivation. In a double-blind experimental study (n = 280) conducted across 22 developmental math classes, we found significant main effect (b = 3.06, p = .04) and a marginal interaction between experimental condition and gender (b = -4.68, p =.07). Further analysis revealed the intervention primarily improved men’s passing (d = .54) and did not affect women (d = -.15). The current study demonstrates that the utility value intervention can be effective in community college math. Intervention fidelity, study limitations, and practical and theoretical concerns are discussed.

Authors

• Jeffery John Kosovich, University of Virginia

• Chris S. Hulleman, University of Virginia

• Julie M. Phelps, Valencia College

• Maryke Lee, Valencia College