Partial support for this work was provided by the National Science Foundation's Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES) program under Award No. 1141334. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

MTSS Model Development

A Multi-Tiered System of Support (MTSS) model for adult learners placed in remedial mathematics was developed from educational research on teaching and learning mathematics. The MTSS model was dependent upon restructuring coursework to provide additional learning supports during the regular semester.

In addition, student attribute measures were identified, revised and validated to assess math anxiety, academic motivation, math confidence, and math usefulness in college students enrolled in Basic and Intermediate Algebra to determine impact on academic success.

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MTSS Model Implementation

To implement the Multi-Tiered System of Support model, professional development focused on how it was grounded in scientifically-based research. Faculty members were encouraged to use explicit instruction methods to engage students in interactive learning when teaching Basic and Intermediate Algebra during bi-monthly team meetings by reviewing class videos.

As importantly, formative assessments (homework and quizzes) over thirty learning outcomes were used to determine student need for supplementary instruction in the Math Assistance Center as Tier II level of support. And if a student failed unit exam, re-teaching was provided in a follow-along Tier III class.

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MTSS Model Evaluation

A mixed-methods research design structured the evaluation process to measure progress when implementing the MTSS model, and its overall impact on student achievement.

Quantitative research methods evaluated effects of learning behaviors, student attributes, and teaching methods across thirteen independent variables on academic success of more than 800 adult learners. Qualitative research methods provided student and instructor input and feedback to guide the two year project and confirm its impact.

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