Achieving the Dream Fall 2009 Student Focus Groups

YEAR Persistence Persistence (Staying in school) (Staying in school) Developmental reading Developmental reading Developmental mathematics & African- American Male Students Developmental mathematics & African- American Male Students FOCUS GROUPS

62 % successfully complete Basic Math 55 % successfully complete Beginning Algebra “Successfully” = grade of “C” or better What’s wrong? Basic Math and Beginning Algebra students identify barriers through focus groups. Why is student success low? Mathematics faculty design and implement interventions based on the evidence. Design and implement interventions Did the intervention work? How should the intervention be changed for greater success? Assess the impact of the interventions

Two Basic Math classes per campus Two Basic Math classes per campus Two Beginning Algebra classes per campus Two Beginning Algebra classes per campus Full-time and part-time faculty Full-time and part-time faculty Day and evening classes Day and evening classes Students were asked, “What barriers/challenges have you faced in successfully completing Basic Math/Beginning Algebra?” Students were asked, “What barriers/challenges have you faced in successfully completing Basic Math/Beginning Algebra?”

Campus vs. Campus Campus vs. Campus Basic Math vs. Beginning Algebra No statistically significant differences found

BARRIER TYPECOUNTPERCENTAGE1 Student Personal Issues (Persistence) % 2 Student Academic Issues % 3 Instructional Issues % 4 Anxiety in Mathematics 104.3% 5 TCC Math Lab 83.4% 6 MyMathLab/Online Resources 73.0% 7 Classroom Environment 52.1% 8Textbooks41.7% %

85.5% of the math barriers pertain to Student Personal Issues Student Academic Issues Instructional Issues (Reported on all four campuses)

BARRIER TYPECOUNT% BARRIER TYPECOUNT%1 Student Personal Issues (Persistence) % 2 Student Academic Issues % 3 Instructional Issues % 4 Anxiety in Mathematics 104.3% 5 TCC Math Lab 83.4% 6 MyMathLab/Online Resources 73.0% 7 Classroom Environment 52.1% 8Textbooks41.7% % Student Personal Issues (Persistence) BARRIER SUB-TYPECOUNT%1 Balancing School, Employment, & Life % 2Attitudes1815.4% 3 Time Management % 4 Non-traditional Student 97.7% 5Focus/Attention97.7% 6Attendance86.8% 7 Child Care 76.0% 8 Lack of Money/Financial Aid 65.1% 9Transportation43.4% 10 Adjusting to College 32.6% 11 Student Disabilities 21.7% 117 These persistence barriers also appeared in the analysis for persistence and reading

Be organized Know to arrange work schedule around school schedule Know limitations Prioritize time / Plan ahead Prepare your family for your need to study What students could do Put notes on Blackboard Be able to turn in late work Have leniency with doctors note – personal illness What instructors could do Extend hours for lab during week or weekends More jobs on-campus Day care on every campus On-site medical center What TCC could do These are just a few examples from the Developmental Mathematics Focus Group Data – Fall 2009

These are examples from the Developmental Mathematics Focus Group Data – Fall 2009

BARRIER TYPECOUNT% BARRIER TYPECOUNT%1 Student Personal Issues (Persistence) % 2 Student Academic Issues % 3 Instructional Issues % 4 Anxiety in Mathematics 104.3% 5 TCC Math Lab 83.4% 6 MyMathLab/Online Resources 73.0% 7 Classroom Environment 52.1% 8Textbooks41.7% % BARRIER SUB-TYPECOUNT%1 Trouble Working Problems % 2 Pace of Class % 3 Student Learning Styles 814.0% 4 Study Habits/Skills 712.3% 5 Academically Underprepared in Math 58.8% 6 Meeting Academic Workload 58.8% 7 Help Outside Math Lab 23.5% 8 Student Placement 23.5% Student Academic Issues 57

Must learn math steps in order Practice, practice, practice Go to the Math Lab Know to ask questions in class Pay attention in class/no texting Find a good study buddy What students could do Focus on [word problems] instead of rushing through Make graphs apply to real life Make it [homework] count more Hand out calculators What instructors could do These are just a few examples from the Developmental Mathematics Focus Group Data – Fall 2009

Basic Math classes Good Instructors Studying Tutors These are common examples from the Developmental Mathematics Focus Group Data – Fall 2009 Size of Gear ≠ Importance

BARRIER TYPECOUNT% BARRIER TYPECOUNT%1 Student Personal Issues (Persistence) % 2 Student Academic Issues % 3 Instructional Issues % 4 Anxiety in Mathematics 104.3% 5 TCC Math Labs 83.4% 6 MyMathLab/Online Resources 73.0% 7 Classroom Environment 52.1% 8Textbooks41.7% % BARRIER SUB-TYPECOUNT%1 Instructor Policies % 2 Instructor Teaching Styles 830.8% 3Communication519.2% Instructional Issues 26

Be more understanding of emergencies Go over completed assignments at next class Grade the papers daily Get credit for all you (student) do Make all answers available in back of book What instructors could do These are just a few examples from the Developmental Mathematics Focus Group Data – Fall 2009 Keep quiet and pay attention Know to contact instructor for help Know homework not graded Review your notes Don’t wait until night before test day (to do homework) Go to the Math Lab to get help from tutors What students could do

… when asked (teacher) will slow down and repeat … tutors … you can ask teacher for help … locks door These are examples from the Developmental Mathematics Focus Group Data – Fall 2009

Complete Developmental Mathematics Matrix – Student Focus Groups, Fall 2009 Developmental Mathematics Student Focus Group Data Report, April 2010 TCC Mathematics Quick Facts Study of Developmental Mathematics included MATH0003 Basic Math and MATH0013 Beginning Algebra