Abstract
Basic skills education is one of the greater challenges facing higher educational institutions in the United States in the 21st century. Each year, students around the United States graduate high school unprepared to handle the demands of higher education. The following qualitative phenomenological study examines basic skills mathematics instructors’ perceptions regarding teaching methods, expectations, and attitudes that facilitate the success of basic skills mathematics students at community colleges. Interviews were conducted with seven community college basic skills mathematics instructors who currently teach basic skills mathematics at a Northern California community college. The three research questions were: 1. What are the basic skills mathematics instructors’ perceptions regarding the teaching methods that are most useful for facilitating student success in community college basic skills mathematics courses? 2. What are basic skills mathematics instructors’ perceptions regarding the impact of teachers’ expectations on student success in their basic skills mathematics courses? 3. What are basic skills mathematics instructors’ perceptions regarding the impact of teachers’ attitudes on student success in their basic skills mathematics courses? Data analysis included text analysis, identifying and coding emerging themes, and interpreting the findings. During the data analysis process, the researcher identified the following emerging themes: tailored classroom instruction, supplemental instruction, innovative instruction, students willing to engage in the learning process, and connecting and building positive rapport with the students. The findings of the study answered the three research questions. In answering research question one, the researcher concluded that the participants perceived that the flexibility they have in using diverse teaching methods allows them to meet the students’ needs, enhance the students’ receptivity of the subject taught, and create a supportive teaching and learning environment that facilitates students’ success. In answering the second research question, the researcher determined that the participants perceived that their high expectations for students to actively engage in the learning process and take charge of their own learning helps the students persist and succeed in any learning environment. In answering the final research question the researcher concluded that participants perceived that their positive attitudes help build positive relationships with the students that include clear communication, trust and mutual respect. This study concludes that there is not one isolated factor that promotes students’ learning and success, but rather it is a combination of the participants’ teaching methods, expectations, and attitudes that help create a positive nurturing environment conducive to teaching and learning basic skills mathematics.