Loading...
"I just feel like an average college student that just doesn't want to do their work": A case study
Hammond, John
Hammond, John
Citations
Altmetric:
Files
Loading...
Hammond_2026.pdf
Adobe PDF, 55.47 KB
Authors
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2026-03-24
Type
Abstract
Genre
Keywords
Subjects (LCSH)
Citation
Abstract
This case study explored the experiences of an "average" college student enrolled in college algebra at Wichita State University. Using a convergent parallel mixed methods design, the study combined quantitative data from the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) with qualitative data from a semi-structured interview. Quantitative results indicated relatively high mathematical self-efficacy and low-to-moderate math anxiety, contrasting with the participant's self-perception of being "not good at math." Thematic analysis revealed three major themes of the participant's experience: time, homework and assessment, and her theory of learning each of which is contained within a larger theme of strong emotion towards mathematics. Findings suggest that course design should address time management and clarify the purpose of homework to help transition between expectations of high school and college. These insights have implications for improving support for typical students in gateway mathematics courses including the implementation of Math Pathways and better understanding the transition from high school to college mathematics.
Table of Contents
Description
Poster project completed at Wichita State University, Department of Intervention Services and Leadership Education
Presented at the 23rd Annual Capitol Graduate Research Summit, Topeka, KS, March 24, 2026.
Presented at the 23rd Annual Capitol Graduate Research Summit, Topeka, KS, March 24, 2026.
Publisher
Wichita State University