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","Doctor of Philosophy (Ph.D.)","College of Education","Educational Studies","Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Supplemental Instruction In A Community College Developmental Mathematics Curriculum: A Phenomenological Study Of Learning Experiences"]}]}],"canonical_facts":{"dc:contributor":["Evans, Ruby"],"dc:creator":["Phelps, Julie Meer"],"dc:description":["If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
","Doctor of Philosophy (Ph.D.)","College of Education","Educational Studies","Education"],"dc:description.abstract":["Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting."],"dc:format":["application/pdf"],"dc:identifier":["CFE0000661"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/487"],"dc:language":["English"],"dc:subject":["developmental mathematics","community college","supplemental instruction","peer tutoring","phenomenological study","learning experiences","multiple intelligences","Education"],"dc:title":["Supplemental Instruction In A Community College Developmental Mathematics Curriculum: A Phenomenological Study Of Learning Experiences"],"dc:type":["Doctoral Dissertation (Open Access)"]},"updated_at":"2026-07-24T05:08:59Z"}