Help-seeking for College Algebra Students' Success: A Phenomenological Mixed Methods Study

Because the failure rate for college algebra is large and sometimes up to 50%, college algebra serves as a gatekeeper to STEM fields and degree completion. Therefore, it is critical to examine students who are at risk of dropping, withdrawing, and failing college algebra help-seeking behavior. The purpose of this mixed methods study was to focus on students’ perceptions of in-classroom and out-of-classroom activities and systems in a college algebra course designed based on principles of active learning and how those activities and systems are affordances or barriers to help-seeking. The research questions to be addressed were: Central Research Question: What learning supports and environmental factors influence college algebra students’ engagement in help-seeking behavior in an active learning environment? Quantitative Research Question: Are student perceptions of active learning, self, and environment related to help-seeking in the context of college algebra? Qualitative Research Questions: What in-classroom and out-of-classroom supports do at-success students perceive will help and hinder their success in an active learning college algebra course? Are students' perceptions of mathematics, active learning, self, and environment related to help-seeking in the context of college algebra? The research design was convergent mixed methods. Quantitative data were collected from SPIPS-M survey Likert items. Qualitative data were collected from open-ended questions on the SPIPS-M survey and interviews of students. How students see themselves in relation to their peers and classroom environments directly supports or blocks their help-seeking. Consequently, it is essential for instructors to attend to classroom norms and group dynamics norms to promote positive engagements for all students in an active learning environment. Advisor: Yvonne Lai