Classroom experiences that predict sense of belonging and academic performance within the community college math classroom

dc.contributor.advisorCrisp, Gloria
dc.contributor.authorPrasad, Roopa
dc.contributor.committeeMemberNora, Amaury
dc.contributor.committeeMemberDizinno, Gerry
dc.contributor.committeeMemberWright, Wayne
dc.date.accessioned2024-02-12T19:50:37Z
dc.date.available2024-02-12T19:50:37Z
dc.date.issued2014
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this correlational research was to examine whether community college students' classroom experiences predict their sense of class belonging. Sense of belonging has been linked to persistence decisions of Hispanic students as well as the academic success of these students at four-year institutions. Little work has been done to explore students' sense of belonging within a classroom and its relationship to academic outcomes outside of a four-year institutional context. The two main research questions included examining whether demographic, pre-college/environmental pull, psychosocial, and classroom experiences collectively predict (1) sense of belonging and (2) course performance in a math classroom. A survey was administered to 302 students enrolled in college level math courses at a community college in south Texas. Two multiple hierarchical regression analyses were conducted to assess which predictor variables were significant predictors of sense of belonging and course performance respectively. Results indicated that peer support, faculty validation, math efficacy, and degree of collaboration significantly and positively predicted sense of belonging within the math classroom. Findings also indicated that only math efficacy and math anxiety were significant predictors of course performance. The study concluded that higher degrees of collaborative learning and peer interactions can lead to cohesion and higher sense of class belonging but better academic preparation alone is not significantly related to better course performance.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent149 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781321474923
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5043
dc.languageen
dc.subjectcollaboration
dc.subjectcommunity college
dc.subjectmath classroom
dc.subjectmath instruction
dc.subjectSense of belonging
dc.subjectvalidation
dc.subject.classificationEducational leadership
dc.subject.classificationEducational evaluation
dc.subject.lcshMathematics -- Study and teaching (Higher) -- Texas, South
dc.subject.lcshClassroom environment -- Texas, South
dc.subject.lcshCommunity college teaching -- Texas, South
dc.subject.lcshHispanic American community college students -- Texas, South
dc.titleClassroom experiences that predict sense of belonging and academic performance within the community college math classroom
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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