What Influences Informal and Formal Help-Seeking Activities Among Developmental Math Students at Community Colleges?

• In Event: Self-Regulated Learning: Applications Across Domains

Abstract

Most students enrolling in community colleges will take a developmental math class, and such students—particularly those with a history of low performance in math class—are among the least likely to seek help. We used data from the 2018 Community College Survey of Student Engagement (CCSSE) and conducted factor analysis and hierarchical linear regression to identify what types of help-seeking developmental math students were engaging in and to explore which factors most contributed to help-seeking activities. We found significant differences in the frequency with which developmental math students engage in help-seeking activities with their instructors versus their peers and evaluated several categories of attributes that contribute significantly to these two outcomes, with some noticeable differences in contribution between them.

Authors

• Kate Ryan, Texas State University
  Presenting Author

• Carlton J. Fong, Texas State University
  Presenting Author