Predictors of Success for Community College Developmental Math Students in Online, Hybrid, and Traditional Courses

The growth of the internet has increased demand for online and hybrid courses, which provide educational opportunities for students who are unable to attend traditional classes. This is particularly true of community college students, who are often nontraditional adult learners. Additionally, over half of the students in community colleges must take developmental courses, especially developmental mathematics. This study sought to identify practical predictors of success for these students in online, hybrid and seated course delivery formats. Two possible predictors of success, mathematics self-efficacy and technology self-efficacy, were examined in the three delivery formats to see how they related to performance on the final assessment. Binomial logistic regression was used to determine if math self-efficacy and technology self-efficacy were significant in predicting score on the assessment. Linear regression analysis was then used to build a predictor equation for a particular score on the outcome variable. Analysis showed that math self-efficacy was a valid predictor of success but technology self-efficacy was not. A valid equation to predict standard score from average math self-efficacy score was produced. The implications of these results are discussed and recommendations are made for further research.