The Impact of Corequisite Algebraic Models on Students' Intrinsic Motivation

In the state of Texas, college students who place below academic readiness in mathematics are required to take a corequisite course. A corequisite algebra course combines a developmental course with a college algebra course. Students that place into developmental education are often students of color, low-income, and/or first-generation. The different structural components of an algebraic corequisite course have been shown to support at-risk populations by supporting different psychological needs. By operationalizing the theoretical framework of Self-Determination Theory (SDT), the levels of autonomy, relatedness, and competence, as they relate to intrinsic motivation, are examined in both the seven-hour a week corequisite algebra course and a three-hour a week non-corequisite algebra course at a two-year serving institution located in Houston, Texas. Utilizing an explanatory mixed method approach, the results from the quantitative phase determined, regardless of the algebraic model, that there is a significant relationship between the three psychological needs within SDT and intrinsic motivation. However, upon deeper investigation, there is also a significant difference in the three psychological needs within SDT and intrinsic motivation amongst the different algebraic models with the corequisite algebra group having the larger combined psychological need and intrinsic motivation. There was not a significant difference found amongst the participating ethnic/racial groups within each of the algebraic models. The finding within the qualitative phase, collected through individual interviews utilizing text messaging, indicates that students with all three psychological needs met had higher frequencies of intrinsic motivation language. Students in the corequisite algebra course reported more positive outcomes in and out of academia. The mixed method approach showed a relationship among the themes. These results reflect the literature, which indicates that when the three psychological needs within SDT are met, a person’s natural intrinsic motivation will be positively correlated, and higher levels of well-being will be observed.

Author dc:creator

• Perez-Rice, Tammi

Contributors dc:contributor

• Williams-Duncan, Omah M
• Lastrapes, Renee
• Divoll, Kent
• Cantu-Wilson, Michelle

• Education, Adult and Continuing
• Education, Mathematics

Language dc:language

en

Handle dc:identifier.uri

https://hdl.handle.net/10657.1/5024

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:10657.1/5024