The Failed State of College Algebra: Motivation to Fix It

In this quasi-experimental, mixed methods study, a curricular intervention was tested to determine whether adding labs and discussions focused on both psychosocial and math content skills to an online college algebra course could boost student achievement and retention. College algebra has notably low success rates in the United States. The labs and discussions were designed based on Keller's ARCS Model of Motivation, and the psychosocial factors examined were motivation, self-efficacy, self-regulation, attribution, and anxiety, all significant in prior community college research.
The study compared 29 students from an 8-week course with full treatment and 49 students from 16-week courses with partial treatment to results from students in previous years' business-as-usual courses at a community college. Results showed that the treatment improved achievement and retention when compared to prior sections taught by the researcher and those taught by other instructors. Students' attribution of their success or failure, as well as the other four PSFs, were also analyzed. While quantitative measures showed no significant change in psychosocial factors, student reflections suggested some improvement. Interestingly, adult learners were particularly affected by the interventions. A regression model based solely on psychosocial factors predicted student achievement without consideration of demographics or background. Future research aims to expand the sample size, involve more instructors, and refine the research tools to confirm these findings.