The Influence of a Corequisite Model on Course Completion, Course Success, and Mathematics Self-Efficacy in a Stem Pathway College Algebra Course

Abstract

The purpose of this causal-comparative study was to examine the influence of a corequisite model on mathematics self-efficacy, course completion, and course success in a STEM pathway College Algebra course. Data were collected from 70 student participants at a large suburban community college in southeast Texas using the Mathematics Self-Efficacy Scale (MSES) and final course grades. Independent t-tests were used to determine if the corequisite model influenced students’ mathematic self-efficacy, while paired t-tests were used to examine mathematics self-efficacy levels between pre- and post-survey data. Fisher’s exact test was used to determine if statistically significant relationships existed between the curriculum model and course completion and course success. Data analyses were conducted for synchronous and face-to-face modalities. Findings indicated curriculum model did not influence mathematics self-efficacy in neither the synchronous nor the face-to-face modalities. However, findings indicated a statistically significant mean difference in mathematics self-efficacy from pre- and post-survey data in the corequisite model taught using a face-to-face modality. Results of the Fisher’s exact test did not indicate a statistically significant relationship between curriculum model and completion rates for students receiving synchronous instruction. However, results of Fisher’s exact test did indicate a statistically significant relationship existed between curriculum model and course success rates for the synchronous modality, but not the face-to-face modality