A Quantitative Examination Of Community College Students Self Efficacy Inside Mathematics Pathways

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A Quantitative Examination of Community College Students' Self-efficacy Inside Mathematics Pathways

Author : Kimberley Lee Miller
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis A Quantitative Examination of Community College Students' Self-efficacy Inside Mathematics Pathways by : Kimberley Lee Miller

Download or read book A Quantitative Examination of Community College Students' Self-efficacy Inside Mathematics Pathways written by Kimberley Lee Miller and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to measure the change in mathematics self-efficacy of students enrolled in a college mathematics course at a community college in Missouri. The change was measured over a single semester as a pre-test and post-test. The timing of this study is significant, given that it follows statewide changes in college mathematics curriculum. The changes made to Missouri college-level mathematics courses were done in an effort to increase student retention and completion of general education mathematics credit in the state, which had been a barrier for graduation. This study outlines how mathematics self-efficacy is one measure that may be used to assess how the new courses impact students. The data from a mathematics self-efficacy survey, administered to students during Fall 2019 and Spring 2021 semesters, were analyzed using descriptive statistics and tested for significance using t-tests and ANOVA. Changes in mathematics self-efficacy were examined based on whether or not the student was enrolled in an optimal mathematics course for their degree, gender, ethnicity, high school grade point average, and overall college mathematics course enrollment. Findings showed that there were significant differences in the change in mathematics self-efficacy based on gender, ethnicity, high school grade point average, developmental math course enrollment, and optimal mathematics pathway course enrollment. Students enrolled in a general education mathematics course for the fall of 2019 had an overall increase in mathematics self-efficacy. Male students showed greater overall mathematics self-efficacy at the start of the semester; gender was a significant factor in how much mathematics self-efficacy changed. White students had an overall significant increase in mathematics self-efficacy. Other groups with a significant increase were students with a high school grade point average of 3.0 or higher and students enrolled in a three credit-hour developmental mathematics course. The COVID-19 pandemic resulted in obstacles that led to less robust data collection following the pandemic. Therefore, the Spring of 2021 data were not sufficient to aid in some of this research study. This research fills a gap in the literature on the mathematics self-efficacy of Missouri mathematics college students, but further research is needed.

Mathematics Self-efficacy of Community College Students in Developmental Mathematics Courses

Author : David Walker Clutts
Publisher :
ISBN 13 :
Total Pages : 150 pages
Book Rating : 4.:/5 (691 download)

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Book Synopsis Mathematics Self-efficacy of Community College Students in Developmental Mathematics Courses by : David Walker Clutts

Download or read book Mathematics Self-efficacy of Community College Students in Developmental Mathematics Courses written by David Walker Clutts and published by . This book was released on 2010 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics self-efficacy was defined as an individual's beliefs about how he or she would perform a specific math task or in a specific mathematics or related course. Mathematics self-efficacy was differentiated from self-esteem. Previous literature found self-efficacy in general and mathematics self-efficacy in particular to be significantly related to enrollment, retention, and completion. This study used the Mathematics Self-Efficacy Survey to investigate whether age, gender, developmental mathematics course, or developmental mathematics grade were significantly predictive of mathematics self-efficacy among developmental mathematics students course at a Kentucky community college. Multiple linear regression found that none of these variables were statistically significant predictors of mathematics self-efficacy among respondents. The study discussed the resulting implications and made recommendations for future research and practice.

Tracking and Understanding At-risk College Students' Self-efficacy in a Treatment Mathematics Course

Author : Lauren Renee Cavner Williams
Publisher :
ISBN 13 :
Total Pages : 236 pages
Book Rating : 4.6/5 (985 download)

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Book Synopsis Tracking and Understanding At-risk College Students' Self-efficacy in a Treatment Mathematics Course by : Lauren Renee Cavner Williams

Download or read book Tracking and Understanding At-risk College Students' Self-efficacy in a Treatment Mathematics Course written by Lauren Renee Cavner Williams and published by . This book was released on 2020 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students enrolled in developmental college courses generally have lower levels of self-efficacy than their counterparts, and this can negatively affect their course performance, motivation, and ability to graduate. The current study focuses on the effects of a treatment course in developmental algebra on students' self-efficacy in mathematics. This course is part of a program that assists students who place into developmental mathematics, English, and reading courses with additional supports and saving students time and money. The perceived effects of the treatment developmental algebra course on students' self-efficacy in mathematics was measured with a standard instrument (the Mathematics Self-Efficacy Scale [MSES]), student journals, student interviews, student grades on course assessments, and the instructor's journal. The MSES was also administered to similar non-treatment students to offer further comparison. Data analysis determined that changes in self-efficacy occurred and were measurable, more so for the treatment group than the control group. Additional analysis points to the reasons that treatment students may attribute to these observed changes in self-efficacy which include opportunities of success and persistence through struggle, a course instructor who is inviting of questions and willing to help students, and peer support from the learning community. Further, data analysis illustrated the level of agreement between the results of the five data sources. Results of this analysis indicate that agreement generally existed between the data sources, but inclusion of journals potentially provides details about the student experience that might have otherwise been lost.

Agency and Self-efficacy in Corequisite Math Courses

Author : Silvia Reyes
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.3/5 (514 download)

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Book Synopsis Agency and Self-efficacy in Corequisite Math Courses by : Silvia Reyes

Download or read book Agency and Self-efficacy in Corequisite Math Courses written by Silvia Reyes and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students identified as unprepared for college work face considerable barriers to performance and college completion. To improve underprepared student outcomes, community colleges where most underprepared students enroll are using different models of developmental education. A recently implemented model in mathematics is a corequisite course designed to increase students' chances of success by using different methods of instruction to decrease student time to completion. This corequisite course accelerates students placed in developmental math classes and offers students the opportunity to complete their developmental requirements while taking college-level work and earning college credit. As developmental mathematics poses the biggest barrier for underprepared students, this study examined the corequisite developmental education model of instruction at one community college and students' perception of their math abilities and influence in achieving success in math. Understanding student agency and academic self -efficacy in the learning process can enable students to enact the behaviors that can lead to desired outcomes and student success. Semi-structured interviews, focus groups, documents, and field notes comprised this qualitative methodology.

The Analysis of Self-efficacy for Students Enrolled in a Calculus I Course at a Community College

Author : Radu Liviu Nicolescu
Publisher :
ISBN 13 :
Total Pages : 380 pages
Book Rating : 4.:/5 (945 download)

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Book Synopsis The Analysis of Self-efficacy for Students Enrolled in a Calculus I Course at a Community College by : Radu Liviu Nicolescu

Download or read book The Analysis of Self-efficacy for Students Enrolled in a Calculus I Course at a Community College written by Radu Liviu Nicolescu and published by . This book was released on 2015 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Effects on Students' Self-efficacy in a Mathematics Bridge Program

Author : Cristella Rivera Diaz
Publisher :
ISBN 13 :
Total Pages : 300 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis Effects on Students' Self-efficacy in a Mathematics Bridge Program by : Cristella Rivera Diaz

Download or read book Effects on Students' Self-efficacy in a Mathematics Bridge Program written by Cristella Rivera Diaz and published by . This book was released on 2019 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many beginning college students have historically struggled with both developmental and college-level mathematics. This study investigated whether students' self-efficacy for accomplishing mathematics tasks was increased after participating in a mathematics bridge program. The study also explored whether students gained more self-efficacy as a result of participating in an enhanced intervention designed to increase mathematics self-efficacy. Participants included 246 community college students placed into a developmental mathematics course and subsequently enrolled in the college's mathematics bridge program. The bridge program was designed to provide a one-week review session on high school mathematics topics with the goal of students placing into higher-level courses at the end of the session. A survey measuring mathematics self-efficacy was administered to participants both at the beginning and at the end of the bridge program in order to measure the change in math self-efficacy for each participant. The subsequent statistical analysis included a two-way mixed ANOVA focusing on effects of time, group (traditional intervention group or enhanced intervention group), and first-generation student status (first-generation, continuing-generation, or unknown) to examine if students experienced an increase in self-efficacy upon completion of the bridge program. Students provided open-ended responses to the question, "What did you find most helpful about the Math Refresher course?" A content analysis determined the themes that emerged from the data. Students had a significant increase in self-efficacy (p

Developmental Mathematics Classrooms: Learning Environment, Academic Self-efficacy, and Gender

Author : Petal L. Sumner
Publisher :
ISBN 13 :
Total Pages : 184 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Developmental Mathematics Classrooms: Learning Environment, Academic Self-efficacy, and Gender by : Petal L. Sumner

Download or read book Developmental Mathematics Classrooms: Learning Environment, Academic Self-efficacy, and Gender written by Petal L. Sumner and published by . This book was released on 2015 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The state of developmental mathematics has been a growing issue for many developmental education programs at community colleges. Developmental mathematics has been viewed as a barrier to the success of students who fail to persist into required college-level mathematics courses. Variables such as students' perceptions of the learning environment and academic self-efficacy have been found to be strong predictors of student outcomes. Therefore, the researcher used quantitative methods to examine the relationships between community college students' perceptions of the learning environment in developmental mathematics classrooms and their ratings of their academic self-efficacy.

A Causal Comparative Analysis of Mathematics Self-efficacy of Face-to-face and Online Quantitative Literacy Students

Author : LaRonda Lowery
Publisher :
ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis A Causal Comparative Analysis of Mathematics Self-efficacy of Face-to-face and Online Quantitative Literacy Students by : LaRonda Lowery

Download or read book A Causal Comparative Analysis of Mathematics Self-efficacy of Face-to-face and Online Quantitative Literacy Students written by LaRonda Lowery and published by . This book was released on 2018 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics self-efficacy has been shown to be a strong predictor of mathematics performance and mixed results have been found when examining the mathematics self-efficacy of face-to-face students based on gender and age. However, there is a lack of research studies that examine if differences exist in the mathematics self-efficacy of face-to-face and online students. The purpose of this ex-post facto causal comparative quantitative study was to determine if differences existed in the mathematics self-efficacy of Quantitative Literacy students, as measured by the Mathematics Self-Efficacy Scale, based on their choice of delivery method (face-to-face or online). Participants for this research study were comprised of select face-to-face and online Quantitative Literacy students at seven North Carolina community colleges. Data were examined using a one-way multivariate analyses of variance (MANOVA) and a statistically significant difference was found in the mathematics task self-efficacy and math-related school subjects’ self-efficacy of students who enrolled in a face-to-face or online Quantitative Literacy course. Online Quantitative Literacy students possessed both a higher mathematics task self-efficacy and math-related school subjects’ self-efficacy. Additional data analyses revealed no statistically significant differences in the mathematics self-efficacy of Quantitative Literacy students based on gender and method of placement (high school multiple measures, placement test scores, and developmental mathematics course completion).

A Case Study of Mathematics Self-efficacy in a Freshman Engineering Mathematics Course

Author : Jacob Rowland Burnham
Publisher :
ISBN 13 :
Total Pages : 77 pages
Book Rating : 4.:/5 (726 download)

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Book Synopsis A Case Study of Mathematics Self-efficacy in a Freshman Engineering Mathematics Course by : Jacob Rowland Burnham

Download or read book A Case Study of Mathematics Self-efficacy in a Freshman Engineering Mathematics Course written by Jacob Rowland Burnham and published by . This book was released on 2011 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Reciprocal Partnership

Author : Kerry Kwan
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (133 download)

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Book Synopsis Reciprocal Partnership by : Kerry Kwan

Download or read book Reciprocal Partnership written by Kerry Kwan and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges are calling to support students who are at risk of restricting their career options because they do not have the mathematical groundings to pursue math-related careers. In response, I conceptualize a mathematics intervention program namely, Reciprocal Partnership, which is defined as the collaboration of student dyads to engage in reciprocal learning and teaching under the influence of constructive and collaborative environments that are structured by the Three Learning Situations framework. Reciprocal Partnership is proposed to enrich college students in their mathematical learning and to support their social development during their secondary-tertiary transition for mathematics knowledge and skills are strongly correlated with studentsâ college success and career aspiration. Therefrom, the purpose of this research is to investigate the effect of Reciprocal Partnership on the mathematics self-efficacy and achievement of first- and second-semester college students through a mixed methods approach. It also examines the structure of Reciprocal Partnership to inform the design of effective intervention programs for mathematical learning. Data from final examination grade, and pre- and post-surveys were analyzed through descriptive and inferential statistics, and were used to cross-validate findings from semi-structured interviews. Quantitative results reveal significant effect of Reciprocal Partnership on the mathematics self-efficacy of only students in the first semester, and no significant effect on the mathematics achievement of both students in the first and second semester. However, qualitative results identify a number of benefits for both groups of students such as gains in mathematical knowledge and skill, confidence, motivation, social connection, and comfort. Results from this study suggest the emphasis of mathematics intervention programs on all three learning situations (exploratory, explanatory, and extensional) over only the explanatory situation to maximize learning outcomes.

Interest in Mathematics and Science Learning

Author : Ann Renninger
Publisher :
ISBN 13 : 0935302425
Total Pages : 328 pages
Book Rating : 4.9/5 (353 download)

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Book Synopsis Interest in Mathematics and Science Learning by : Ann Renninger

Download or read book Interest in Mathematics and Science Learning written by Ann Renninger and published by . This book was released on 2015-04-19 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest in Mathematics and Science Learning, edited by K. Ann Renninger, Martin Nieswandt, and Suzanne Hidi, is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume's 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education.

Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer

Author : Stephanie Nicole Baker
Publisher :
ISBN 13 :
Total Pages : 666 pages
Book Rating : 4.:/5 (971 download)

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Book Synopsis Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer by : Stephanie Nicole Baker

Download or read book Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer written by Stephanie Nicole Baker and published by . This book was released on 2016 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt: One purpose of this study was to determine if students in a non-traditional developmental mathematics course improved on five developmental mathematics noncognitive factors—math equanimity, math mindset, math self-efficacy, math belongingness, and college belongingness—believed to be relevant to student success. I also examined if changes in these factors predicted course achievement. Another purpose was to explore whether or not Foundations students would transfer their knowledge to place value problems involving varied bases and contexts. A final purpose was to investigate the utility of then-surveys that retrospectively measure participants’ pre-intervention noncognitive factors. In response to policy pressures to increase completion rates, community colleges are experimenting with research-based strategies that create demand for learning, increase students’ competence valuation, and improve their productive persistence. The New Mathways Project’s Foundations of Mathematical Reasoning course is built around one such strategy. In this exploratory study (N = 597), I investigated the impact of using Foundations on the development of students’ noncognitive factors and on mathematical success. My student measures included: pre-post-then-surveys of noncognitive factors, math course grades, math final exam grades, percent attendance, a place value assessment of transfer, and one-on-one interviews. I used multilevel models to analyze my quantitative research questions and created evidence markers for qualitative analysis of the transfer assessment. I conducted interviews to provide additional insight. Students significantly improved their math equanimity, but had stable, mid-range scores on the other factors. Positive changes in math self-efficacy and low initial math equanimity were associated with higher grades. Pre-surveys of equanimity may be more accurate than then-surveys, but pre-surveys of math mindset, math self-efficacy, and math belongingness may be interchangeable with then-surveys. Contrary to popular findings, the then-surveys did not provide larger estimates of program effects than pre-surveys. Overall, students evidenced minimal transfer. Interviewees exhibited greater changes in noncognitive factors and evidenced more transfer than other students. This study provides valuable information for the potential users of the NMP materials. It contributes to, and points out complications with, transfer research. Lastly, it adds to research on retrospective measures, which are rarely used in mathematics education research.

The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College

Download The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College PDF Online Free

Author : Vincent M. Bates
Publisher :
ISBN 13 : 9781109962901
Total Pages : 179 pages
Book Rating : 4.9/5 (629 download)

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Book Synopsis The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College by : Vincent M. Bates

Download or read book The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College written by Vincent M. Bates and published by . This book was released on 2007 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: If African American Males hope to become viable and productive members of the global marketplace of the 21st century, they must find avenues to consistently improve their likelihood of achieving success within academia. For the past twenty years, reports from the United States Department of Education and research from scholars such as McCabe, Hampton, and Steele all reflect the widening achievement gap in education between ethnic and racial minorities and the White majority. When different ethnic and racial sub-groups were examined, African American Males were found to be the lowest achievers; furthermore, African American Males made up the largest percentage of students in developmental mathematics.

Self-efficacy

Author : Lisa Ann Williams
Publisher :
ISBN 13 :
Total Pages : 166 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Self-efficacy by : Lisa Ann Williams

Download or read book Self-efficacy written by Lisa Ann Williams and published by . This book was released on 2017 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The data did not reveal a pattern of selection and integration of efficacy-relevant sources among the African American male undergraduate students. Thus, this finding challenged the assumption that self-efficacy is a function of race/ethnicity. The results showed that parental involvement and societal factors impacted the motivation and mathematics achievement of these African American men. This study increases our understanding of African American males0́9 pathways to confidence in mathematics.

Defending the Community College Equity Agenda

Author : Thomas W. Bailey
Publisher : JHU Press
ISBN 13 : 0801884470
Total Pages : 322 pages
Book Rating : 4.8/5 (18 download)

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Book Synopsis Defending the Community College Equity Agenda by : Thomas W. Bailey

Download or read book Defending the Community College Equity Agenda written by Thomas W. Bailey and published by JHU Press. This book was released on 2006-12-26 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher description.

The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students

Author : David Shane Brewer
Publisher :
ISBN 13 :
Total Pages : 416 pages
Book Rating : 4.:/5 (796 download)

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Book Synopsis The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students by : David Shane Brewer

Download or read book The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students written by David Shane Brewer and published by . This book was released on 2009 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compared the effectiveness, in terms of mathematical achievement and mathematics self-efficacy, of online homework to textbook homework over an entire semester for 145 students enrolled in multiple sections of college algebra at a large community college. A quasi-experimental, posttest design was used to analyze the effect on mathematical achievement, as measured by a final exam. A pretest-posttest design was used to analyze the effect on mathematics self-efficacy, as measured by the Mathematics Self-efficacy Scale. The control group completed their homework using the textbook and the treatment group completed similar homework using an online homework system developed by the textbook publisher. All class sections followed a common syllabus, schedule, and homework list and completed a common, departmental final exam. Classroom observations were also used as a way to establish the similarity between groups. The results of the study found that while the treatment group generally scored higher on the final exam, no significant difference existed between the mathematical achievement of the control and treatment groups. Both the control and treatment group did experience significant improvements in their mathematics self-efficacy, but neither group demonstrated more improvement than the other. When students were divided based on incoming math skill level, analysis showed that low-skilled students who used online homework exhibited significantly higher mathematical achievement than low-skilled students who used textbook homework. Exploratory analysis also showed that more students with low incoming skill levels and more repeating students received a passing grade when using online homework than did their higher-skilled, first-time counterparts, although the differences were not significant. Based on this study it appears as if online homework is just as effective as textbook homework in helping students learn college algebra and in improving students' mathematics self-efficacy. Online homework may be even more effective for helping the large population of college algebra students who enroll in the course with inadequate prerequisite math skills. Instructors and researchers should consider the possibility that online homework can successfully help certain populations of students develop understanding better than traditional approaches. This study has implications for mathematics instructors and for online homework system developers.

PERFORMANCE BEYOND ABILITY: EXPLORING THE RELATIONSHIP BETWEEN MOTIVATION AND MATHEMATICS ACHIEVEMENT AT COMMUNITY COLLEGES.

Author : Ezell Wesley Allen
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)

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Book Synopsis PERFORMANCE BEYOND ABILITY: EXPLORING THE RELATIONSHIP BETWEEN MOTIVATION AND MATHEMATICS ACHIEVEMENT AT COMMUNITY COLLEGES. by : Ezell Wesley Allen

Download or read book PERFORMANCE BEYOND ABILITY: EXPLORING THE RELATIONSHIP BETWEEN MOTIVATION AND MATHEMATICS ACHIEVEMENT AT COMMUNITY COLLEGES. written by Ezell Wesley Allen and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics achievement, both in high school and early in college, is one of the strongest predictors of college completion. Research has shown that math interest, utility, engagement, self-efficacy, and identity are related to mathematics achievement. Hence, this study uses structural equation modeling to evaluate Fords (2017) empirical model linking mathematics beliefs and achievement, which expanded on Eccles model of achievement-related choices (2005) and Middletons model of mathematics achievement (2013). This study also moves beyond the Allen (2019) limitations by exploring institutions that are different in geographic locations. With the new expanded scope, this study adds to the growing body of research specifically dedicated to exploring the elements affecting mathematics achievement at the community college level. This study also surveys students in a broad range of mathematics courses, ranging from developmental/foundational courses to college/transfer level courses. Multiple institutions are used to assess regional differences and to add to the generalizability of the results. Ultimately, this study is dedicated to understanding how student mathematical achievement at the community college level can be better understood through an assessment of five motivational constructs. The results showed that the models all exhibited reasonable model fit to the proposed model for exploring mathematics achievement at the community college level. Results also showed that there were significant differences in three paths. Both the Utility to Self-Efficacy and the Engagement to Achievement pathways were not significant with College A. Additionally, the Self-Efficacy to Engagement pathway was not significant with College A, College C and the Combined college data..