Exploring the developmental mathematics programs at colleges in Hawaii

Abstract

Developmental mathematics is a critical area of focus for Hawaii colleges. One in every three students places in remedial and developmental programs, and about one of every two students fail to successfully complete a developmental mathematics course. This high failure rate in developmental mathematics is a barrier to college completion. Colleges across the nation are starting to recognize the need to increase the student success rate in developmental mathematics and are experimenting with their programs with the aim of increasing student success. Each college in Hawaii has autonomy to select or design its own developmental mathematics programs. Failure to master basic mathematics is a national concern in the United States because it can significantly limit college and career success. The purpose of this mixed-methods multiple case study was to explore and analyze the first level developmental mathematics programs (2 levels below college level mathematics) in Hawaii's seven public colleges. Using linear and ordinal regression analyses, the study examined different semesters' success rates, placement exam scores (pre-test), and final grades. Multiple in-depth interviews with faculty and administrators from each college were conducted to obtain perspectives on the characteristics of their mathematics programs and to determine factors that may impact student success rates in developmental mathematics. The study sought to provide insight for future redesign of developmental mathematics programs. The conceptual frameworks applied in the study were andragogy theory, constructive-development theory, transformative learning theory, Tinto's principle of effective retention, Bean's model of retention, Astin's I-E-O model (input-environment-output), and the theory of student involvement.