Does Belonging Count in Math? An Action Research Study on Belonging and Academic Performance in the Corequisite and Gateway Math Courses

N

119

Action Research; Remedial Mathematics; Peer Relationship; Sense of Community; Mathematics Achievement; Teaching Methods; Learning Strategies; Correlation; Required Courses; In Person Learning; Online Courses; Academic Persistence; School Holding Power; Self Efficacy; Learning Motivation; Research Design; Research Methodology; Educational Research

This action research study was born out of the researcher's anecdotal observations that often the students in her remedial math courses who do not appear to form relationships with their classmates are the same students who fail to complete the course successfully. The purpose of this quantitative action research study was to determine whether there is a relationship between students' sense of belonging in a corequisite mathematics class and academic performance. The study also sought to determine if the teaching and learning strategies positively impacted sense of belonging. Belonging surveys and self-reported grades were used to answer the questions "What is the nature of the relationship between the change in a student's sense of belonging in a corequisite math course and their academic performance in the corequisite and gateway math courses?" and "To what extent will the methods used for fostering a sense of belonging in the treatment group impact students' sense of belonging compared to the control group?" There was no statistically significant relationship between belonging and course grades, yet one group did experience a significant increase in belonging. The researcher concludes that although students' sense of belonging and course grades may not be associated, instructors should foster sense of belonging in the classes they teach.

As Provided

2022

ED623584