RUME 27
2025
Alexandria, Virginia
At-Success Students' Affordance and Barriers to Help-Seeking in an Active Learning College Algebra Course
Page: 775
Despite reforms, some College Algebra students are still “at-success”: they can be identified early in the semester as having a higher likelihood of not passing or completing the course (Wakefield et al., 2018). This interview study of 3 at-success College Algebra students explores the hypothesis that there are pedagogical and environmental factors to whether at-success students engage in help-seeking behaviors that could increase their chance at success. I examine: What affordances and barriers to help-seeking do at-success students describe when talking about performance in a college algebra class? Karabenick and Berger’s (2013) process of help-seeking was used as a framework for the themes found using interpretative phenomenological analysis. I propose an adaptation and extension of Karabenick and Berger’s framework as a result of this study.