THE INFLUENCE OF LEARNING COMMUNITY SUPPORT, DEMOGRAPHIC FACTORS AND ACADEMIC FACTORS ON DEVELOPMENTAL MATH COURSES OF FIRST-YEAR DEVELOPMENTAL STUDENTS

This study explored the influence of learning community support, demographic variables, and academic history on the academic success of first-year developmental students enrolled in mathematics courses at a large urban community college. Grounded in Elger’s (2007) Theory of Performance, the research utilized archival data from 108 students and employed binary logistic regression analyses to examine the predictive relationships among key variables. Findings indicated that participation in learning communities significantly predicted student success in developmental math courses. Demographic factors, particularly gender, also played a notable role, with male students more likely to succeed. In contrast, traditional academic indicators such as high school GPA and SAT scores were not strong predictors of performance. These results underscore the importance of fostering supportive learning environments and re-evaluating the weight placed on standardized metrics when serving underprepared college students. The study recommends greater institutional investment in inclusive learning communities to improve student retention, achievement, and long-term academic outcomes.