Factors Influencing Veterans' Attraction to Immersive Mathematics Instruction

Abstract

The current study explored factors that impact mathematics performance and the mathematics course type and instructional method preferences among 35 student veterans at MTSU. Data was collected in the form of a survey to glean information regarding math history, metacognition, self-efficacy, and their preferences for a variety of evidence-based instructional techniques. Metacognition and self-efficacy were measured using the Motivated Strategies for Learning Questionnaires. Data revealed student veterans prefer taking mathematics courses during traditional semesters instead of during accelerated semesters. Their instructional method of preference was instructor lectures as opposed to online courses and computer-assisted instruction. Additionally, there was not a significant difference between the metacognition and self-efficacy of student veterans who enrolled in college soon after high school graduation and those who enrolled more than 3 years later. Finally, GPA was found to be predicted by both metacognition and self-efficacy.