Costs and Benefits: A Comparison of Motivation and Outcomes in Accelerated Community College Math Courses

• In Event: Motivation in STEM Learning Environments

Abstract

Our research investigated the differences in academic outcomes and motivation for community college students (N = 1,577) enrolled in introductory math in either a traditional 15-week or accelerated 7-week format at a large Southeastern community college system. Specifically, we utilized the Expectancy-Value-Cost motivational framework to evaluate student motivation. Our results found that, when compared to the traditional format, students in the accelerated course format had higher course grades, higher pass rates, and lower withdrawal rates. As for learning mindsets, students in the accelerated course experienced more cost, but no differences were found between expectancies for success or value. These findings are an important first step in understanding how different course formats could affect student motivation and success.

Authors

• Joshua Davis, University of Virginia

• Michelle K Francis, University of Virginia

• Delaram A. Totonchi, University of Virginia

• Emma Huelskoetter, Tennessee Board of Regents

• Yoi Tibbetts, University of Virginia

• Ashleigh Smith, Chattanooga State Community College

• Chris S. Hulleman, University of Virginia