Date of Award:

8-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

Mimi Recker

Committee

Mimi Recker

Committee

Jody Clarke-Midura

Committee

Kristy Bloxham

Committee

Hillary Swanson

Committee

Sindura Kularajan

Abstract

Quantitative literacy, or the ability to understand and use mathematical information, is an important skill developed in college. However, required math courses can be a major obstacle for many students, and those who struggle to complete them are more likely to leave school without earning a degree. Understanding why some students seek help while others do not is key to improving student success.

This study explores how students in a university-level foundational mathematics course (college algebra) seek help and what factors influence their use of available support services. A total of 118 students completed a survey about their help-seeking behaviors, and 10 students participated in follow-up focus group discussions to share their experiences in more detail. The study found that most students felt confident in their ability to succeed, but were less likely to seek help from peers and often preferred online resources over in-person support. The findings suggest that while students believe they can succeed, they may not always take advantage of available support.

Overall, the findings highlight opportunities for institutions to improve engagement with support services, reduce barriers to help-seeking, and strengthen student persistence and degree completion.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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