Influencing Leadership: Student Perspectives of Engagement in an Online Developmental Mathematics Class
Abstract
The purpose of this quantitative research study was to describe and compare Black community college students’ perceptions of engagement. The sample used in this study was 114 students in an online developmental mathematics class at a historically Black community college (HBCC). The study was based on the theoretical framework of Moore’s model and the constructivist learning theory and utilized a survey with six demographic and 29 Likert-scale questions. Nine research questions guided this study on learner-content, learner-instructor, and learner-learner engagement. Differences in responses were analyzed using an independent samples t-test for all nine research questions. The independent samples t-test revealed statistically significant differences in learner-instructor and learner-content engagement based on gender. Specifically, male students (M = 4.14, SD = .639) reported lower perceptions of learner-instructor engagement than female students (M = 4.45, SD = .521); t(112) = -2.212, p = .029. Further, males (M = 3.86, SD = .569) reported lower perceptions of learner-content engagement than females (M = 4.24, SD = .673); t(112) = -2.199, p = .03. These student engagement results can influence future educational decisions for leaders in community college systems.
Subject Area
Community college education|Educational leadership|Mathematics|Higher education
Recommended Citation
Darlene Davis Martin,
"Influencing Leadership: Student Perspectives of Engagement in an Online Developmental Mathematics Class"
(2023).
ETD Collection for Tennessee State University.
Paper AAI30314837.
https://digitalscholarship.tnstate.edu/dissertations/AAI30314837