As the achievement rates in mathematics continue to be a focus of interest, college faculty and administration continue to search for ways to improve student achievement in developmental mathematics courses. The study focused on the relationship between emotional intelligence skill levels, constructive thinking skill levels, and student achievement which helped to establish other contributing factors, besides ability, that is impacting student performance in developmental math courses at colleges and universities. The results of this study will help to create, implement, and continuously improve upon an intervention-type model or program to help improve the failure rate in mathematics.
Language
eng
File Type
pdf
File Size
2231422 Bytes
Date Available
August 31, 2015
LC Number
AS36.T3 Kenne
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