Impact of Growth, Purpose, and Sense of Belonging (GPS) Mindset Intervention on Student Retention Rates in Asynchronous Mathematics Courses
DOI:
https://doi.org/10.55420/2693.9193.v14.n2.198Palabras clave:
GPS mindset, Growth mindset, Purpose, Sense of belonging, Student retentionResumen
Este estudio tiene como objetivo investigar los efectos de incorporar una intervención de mentalidad de Crecimiento, Propósito y Sentido de Pertenencia (GPS) en las tasas de retención de estudiantes en cursos de matemáticas asincrónicos. Específicamente, la hipótesis de investigación sugiere que integrar la intervención de mentalidad GPS en estos cursos producirá una mejora estadísticamente significativa en las tasas de retención de estudiantes. Se recopilaron datos de los cursos de Cálculo III, Ecuaciones Diferenciales y Álgebra Lineal a lo largo de varios semestres: otoño de 2018, primavera de 2019, otoño de 2022 y primavera de 2023 para evaluar el impacto. Se realizó un análisis comparativo para explorar la efectividad de la intervención. Los hallazgos preliminares del estudio indican que la intervención de mentalidad GPS juega un papel fundamental en el aumento de las tasas de retención de estudiantes en cursos de matemáticas asincrónicos. Estos resultados contribuyen al discurso continuo sobre estrategias de retención académica y subrayan los beneficios potenciales de las intervenciones de mentalidad en entornos educativos.
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