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The decision to retain was explored using semi-structured interviews with 14 students who previously completed a MATH-131 or MATH-137 course with a co-requisite support course enrollment. A follow-up survey was then developed and disseminated to 32 students to determine if interview responses were shared by other students. Responses were coded, categorized, and themed, and results indicated elements of the self-determination theory framework led to increased retention rates in co-requisite students. Triangulation was then achieved using a motivation inventory that was disseminated as a pre-test and then repeated at the end of the course as a post-test to both co-requisite (treatment) and non-co-requisite (control) students. Elements facilitating autonomy and competency within the co-requisite program were shown to significantly influence (at the 0.10 significance level) a student’s decision to maintain enrollment for one year following the successful completion of co-requisite courses (p = .004 and p = .079, respectively).
Informed consent was discussed with participants prior to volunteering for the study. Following the initial informed consent presentation, an informed consent contract was signed by the participant (for the interviews and measurement instruments participants). Approval was also gained by Lewis and Clark Community College's Institutional Review Board.