Evidence-Based Instructional Strategies for Success During—and Beyond—Developmental Courses

Oct 15, 2026

Uploaded by McQueen

Evidence-Based Instructional Strategies for Success During—and Beyond—Developmental Courses examines developmental (remedial) courses that support academically underprepared postsecondary students, which often do not award credit. It synthesizes research on motivation within self-regulated learning, highlighting intrinsic interest, goal orientation, and self-efficacy, and discusses how misconceptions about students’ motivation can hinder support. The article then outlines evidence-based instructional strategies for reading, writing, and mathematics, and offers practical guidance for virtual teaching.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Motivating Adult Learners

Self-regulated learning and self-efficacy

Rethinking assumptions about motivation

Teaching adults and using lived experience

Modeling self-regulation and learning goals

ILLUSTRAT IONS BY DAVID VOGIN In College, But Not Always Earning College Credit Evidence-Based Instructional Strategies for Success During—and Beyond—Developmental Courses By Elizabeth L. Tighe, Meagan C. Arrastía-Chisholm, and Njeri M. Pringle A cademically underprepared postsecondary students make up a large proportion of college campuses. Recent estimates indicate that up to 70 percent of incoming students at two-year community colleges and up to 40 percent of incoming students at four-year colleges enroll in developmental courses.1 These courses, sometimes also referred to as remedial, basic skills, college preparatory, or precurriculum, typically do not offer credit toward an associate or bachelor’s degree. They largely enroll students who have completed high school (earning a traditional diploma or GED) and are offered across an array of subject areas (e.g., reading, writing, mathematics) to prepare students to progress to the demands of postsecondary coursework. Elizabeth L. Tighe is an assistant professor of developmental psychology and the assistant director of the Adult Literacy Research Center at Georgia State University. Meagan C. Arrastía-Chisholm is an associate professor of educational psychology and the program coordinatorfor the Centerfor Gifted Studies at Valdosta State University. NjeriM. Pringle is an adjunct mathematics instructor at Georgia Military College and a graduate assistant within the Academic Support Center at Valdosta State University, where she co-coordinates the Supplemental Instruction Leader Program. There has been some criticism of the effectiveness of many of these developmental courses, as many students either do not complete them (most notably developmental mathematics) or do not progress to passing credit-bearing courses.2 Fortunately, there are supportive, developmental instructional strategies that a substantial body of research demonstrates to be effective. In this article, we begin with suggestions for motivating students that apply across subject areas. Then, we provide more detailed descriptions of several evidence-based strategies that developmental instructors can use across reading, writing, and mathematics courses. We also offer some tips for teaching on virtual platforms. Although we describe these strategies individually, they are best used in concert through a mix of whole-group, smallgroup, and individualized instruction. Motivating Adult Learners Motivation encompasses many thoughts, feelings, and behaviors. Within the framework of self-regulated learning that is inherent to higher education,3 motivation includes students’ intrinsic interest, goal orientation, and self-efficacy. Each student enters the classroom with a unique motivational profile. By incorporating questions about motivation into relationship-building exercises atthe beginning of a course, instructors can take this information into account and help promote higher self-efficacy. In turn, higher academic self-efficacy is associated with lifelong learning and the 16 AMERICAN EDUCATOR | SPRING 2021 enjoyment of learning. In essence, these positive motivational attributes are associated with good short-term learning outcomes, as well as achievement beyond formal education.4 Some research shows that instructors assume college students in developmental courses have low motivation, despite most students reporting high self-efficacy and a desire to learn.5 Such assumptions could be problematic if they result in instructors making fewer inquiries into their students’ needs. Imagine a young man whois routinely 10 minutes late to class. One might assume that he is not motivated, or one might inquire and discover that he works full time and his manager makes him do a few extra tasks each day as his shift ends—but he always rushes to class, skipping dinner, because he is highly motivated. This is a student who needs an accommodation—such asthe instructor’s class opener or warm-up exercise in

FAQs

What are developmental courses and why are they used in college?

Developmental courses support academically underprepared postsecondary students in areas such as reading, writing, and mathematics. They typically do not count for college degree credit but help students meet the demands of later coursework.

How does the article describe motivation for students in developmental courses?

Motivation includes intrinsic interest, goal orientation, and self-efficacy within self-regulated learning. The article emphasizes that students may arrive with unique motivational profiles and that higher self-efficacy is linked to lifelong learning and enjoyment of learning.

Why are instructor assumptions about low motivation potentially harmful?

The article notes that some research suggests instructors assume developmental students have low motivation even when students report high self-efficacy. Such assumptions could reduce how often instructors seek to understand students’ needs, even when behavior has external root causes.

Oct 15, 2026

Uploaded by McQueen