Date of Award


Degree Type


Degree Name


Degree Program

Educational Administration


Educational Leadership, Counseling, and Foundations

Major Professor

Chris Broadhurst, Ph.D.

Second Advisor

Brian Beabout, Ph.D.

Third Advisor

Marc Bonis, Ph.D.


The lack of preparation and math motivation are obstacles for new students entering higher education. Students who are underprepared in math often lack the skills and motivation to succeed in College Algebra. The purpose of this research study is to assess student math self-efficacy, task value, intrinsic value, educational expectancy, and grades in corequisite coursework to predict outcomes in College Algebra. Using binary logistic regression, the researcher examined motivational factors and corequisite course grades to determine their impact on student success in College Algebra. The primary objective of the present study was to examine college students’ math achievement in College Algebra within the framework of the Expectancy-Value Model of achievement motivation theory to determine the correlation between students’ motivational beliefs and their final math outcomes. Data was collected for students enrolled in College Algebra at The University of New Orleans and Southeastern Louisiana Universality.

Results showed math self-efficacy, educational expectation, and corequisite grades to be significant predictors of final outcomes in College Algebra. Task value, intrinsic value, gender, and race were insignificant factors in predicting final algebra outcomes. With regards to student achievement, this study’s findings reveal that students perceived self-beliefs about their ability to do well in math related activities and their general beliefs about eventual college graduation and beyond significantly impact the likelihood of passing College Algebra.


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