Philippine E-Journals

References:

1. Aban, J., Bayan, A., & Valdez, J. (2020). Perceptions on the competence of science teachers along instruction in a state university in the Philippines. Universal Journal of Educational Research, 8(12), 6722-6736. https://doi.org/10.13189/ujer.2020.081237
2. Abergos, L. I. B., Dela Cruz, J. R. M., Lasala, J. C., Prado, S. N., Tapar, P. K. M., Cañeza, D. C. B., & Ocampo, D. M. (2024). Effectiveness of remedial reading to struggling readers of grade 7 students. SHS Web of Conferences, 182, 01004.
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5. Aguhayon, H. G., Tingson, R. D., & Pentang, J. T. (2023). Addressing students’ learning gaps in mathematics through differentiated instruction. International Journal of Educational Management and Development Studies, 4(1).
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7. Aksakal, N. (2021). A descriptive study on work-life balance of turkish employees in various sectors during covid-19 pandemic. Journal of Research in Business, 6(2), 493-509. https://doi.org/10.54452/jrb.970545
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9. Ali, N. and Hassan, N. (2019). Mathematics anxiety and mathematics motivation among students in the faculty of science of a public university in Malaysia. International Journal of Academic Research in Progressive Education and Development, 8(4). https://doi.org/10.6007/ijarped/v8-i4/6786
10. Alka, W. (2023). The challenges in teaching English online to young learners: teachers’ voices. Child Education Journal, 5(1), 1-10. https://doi.org/10.33086/cej.v5i1.3687
11. Al-Wattary, N. (2021). Teachers’ perspectives and experiences of social emotional learning in a secondary school in Qatar. Journal of Education and Practice, 12(36), 1–10. https://doi.org/10.7176/JEP/12-36-01
12. Amos, O., Ogoti, E., & Siamoo, P. (2022). Shared strategic vision in participative leadership style and quality education provision in public secondary schools in arusha region, tanzania. British Journal of Education, 10(7), 51-74. https://doi.org/10.37745/bje.2013/vol10n7pp5174
13. Arifiani, R., Ambarwati, T., & Rumijati, A. (2023). Work life balance and readiness to change: the effect of work from home to performance. Jurnal Manajemen Universitas Bung Hatta, 18(1), 29-38. https://doi.org/10.37301/jmubh.v18i1.22049
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15. Aspiranti, K. and Larwin, K. (2021). Investigating the effects of tablet-based math interventions: a meta-analysis. International Journal of Technology in Education and Science, 5(4), 629-647. https://doi.org/10.46328/ijtes.266
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18. Azucena, A. C., Rodriguez, C. A., & Estrella, M. R. (2022). Challenges in implementing remedial programs in Philippine public schools: A case study of mathematics remediation. Journal of Philippine Education Research, 36(1), 45-62.
19. Bacus, L. (2024). Teachers’ perceived level of professional development and competencies in handling kindergarten pupils: the case of public and private schools of Ozamis city division. Social Science and Humanities Journal, 8(04), 34783-34794. https://doi.org/10.18535/sshj.v8i04.998
20. Bağlama, B., Yucesoy, Y., Uzunboylu, H., & Özcan, D. (2020). Can infographics facilitate the learning of individuals with mathematical learning difficulties?. International Journal of Cognitive Research in Science Engineering and Education, 5(2), 119-128.
21. Bahar, N., Sayidiman, S., & Suarlin, S. (2022). The relationship of students’ perceptions on mathematics lessons with mathematics learning outcomes for class v students upt sdn 11 pangkajene, sidrap regency. IJEST, 2(1), 14.
22. Balazo, G. (2021). Struggling learners’ achievement level using electronic strategic intervention material in mathematics (esimath). American Journal of Agricultural Science Engineering and Technology, 5(2), 207-214.
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24. Bautista, J. (2022). Work without pay? Teachers score unclear DepEd order. Philippine Daily Inquirer. https://www.inquirer.net
25. Bautista, J. (2023). DepEd still sees the positive: PISA shows PH students ‘5 to 6 years’ behind. Philippine Daily Inquirer. https://newsinfo.inquirer.net/1871900/pisa-shows-ph-students-5-to-6-years-behind
26. Barry, C., Davies, N. M., & Morris, T. (2022). Investigating how the accuracy of teacher expectations of pupil performance relate to socioeconomic and genetic factors. Scientific Reports, 12(1). https://doi.org/10.1038/s41598-022-11347-w
27. Bertrand, E., McArdle, D., Thoma, L., & Li, W. (2019). Implementing online programs in gateway mathematics courses for students with prerequisite deficiencies. Primus, 31(2), 119-132. https://doi.org/10.1080/10511970.2019.1629556
28. Besser, N. (2024). Preprint: fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality.. https://doi.org/10.31219/osf.io/uvj6p
29. Blancia, R. M. (2024). Teacher preparedness in delivering remedial education: Perspectives from the Philippine context. Philippine Journal of Educational Research and Development, 42(3), 118-130.
30. Blancia, G. C. (2023). Effectiveness of remedial activities in teaching numeracy in improving the performance of identified grade 6 non-numerates. International Journal of Advanced Multidisciplinary Studies, 3(2), 160.
31. Capuno, R. L., Manalo, R. T., & Tiu, M. A. (2019). Teaching in resource-poor settings: The case of Philippine remedial education programs. Asian Education and Development Studies, 8(4), 428-441. https://doi.org/10.1108/AEDS-05-2019-0110.
32. Capuyan, D., Etcuban, J. O., Manguilimotan, R., Padillo, G., Raynera, W., & Onrejas, E. (2019). Mathematics remedial program for elementary learners in Cebu City, Philippines. American Research Journal of Humanities & Social Science, 2(5), 16-23. https://www.arjhss.com
33. Caraan, J. (2023). The effect of explicit mathematics instruction on mathematics achievement and motivation of grade 9 learners in la trinidad academy. International Journal of Research Publications, 129(1). Carter, H. (2024). Attention to the integration of literacy: a systematic review of early math interventions in informal learning environments. Psychology in the Schools, 61(5), 2036-2058. https://doi.org/10.1002/pits.23150
34. Cary, M., Kennedy, P., Shanley, L., & Clarke, B. (2020). Learning gains from the kindertek® ipad math program: does timing of a preventative intervention matter?. Journal of Special Education Technology, 36(4), 321-335.
35. Cebe, D. and Suson, R. (2023). Determining factors of teachers’ readiness to teach economics using a spiral progression approach. Humanities and Social Sciences Letters, 11(3), 303-311. https://doi.org/10.18488/73.v11i3.3478
36. Chandrasekhar, A., Xie, L., Mathew, M., Fletcher, J., Craker, K., Parayil, M., … & Messiah, S. (2023). Academic and attendance outcomes after participation in a school breakfast program. Journal of School Health, 93(6), 508-514. https://doi.org/10.1111/josh.13320
37. Chavez, R. (2021). Unit heads amidst covid 19 pandemic: work-life balance, talent management skills and institutional performance. Indian Journal of Science and Technology, 15(5), 191-198. https://doi.org/10.17485/ijst/v15i5.1568
38. Cohen, L. and Rubinsten, O. (2022). Math anxiety and deficient executive control: does reappraisal modulate this link?. Annals of the New York Academy of Sciences, 1513(1), 108-120. https://doi.org/10.1111/nyas.14772
39. Daker, R., Gattas, S., Sokolowski, H., Green, A., & Lyons, I. (2021). First-year students’ math anxiety predicts stem avoidance and underperformance throughout university, independently of math ability. NPJ Science of Learning, 6(1).
40. Daker, R., Gattas, S., Sokolowski, H., Green, A., & Lyons, I. (2021). First-year students’ math anxiety predicts stem avoidance and underperformance throughout university, independently of math ability. NPJ Science of Learning, 6(1). https://doi.org/10.1038/s41539-021-00095-7
41. DeCoito, I. and Estaiteyeh, M. (2022). Online teaching during the covid-19 pandemic: exploring science/stem teachers’ curriculum and assessment practices in canada. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00048-z
42. DeLozier, R. (2022). Impact of self‐efficacy and percentage of english learners on implementation of instructional practices by secondary mathematics and science teachers. School Science and Mathematics, 122(6), 311-323. https://doi.org/10.1111/ssm.12546.
43. Department of Education (DepEd). (2020). National report on the state of education in the Philippines: Policy directions and program priorities. Department of Education, Philippines.
44. DePascale, M., Jaeggi, S., & Ramani, G. (2023). The influence of home environmental factors on kindergarten children’s addition strategy use. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1027431
45. DePaul University. (n.d.). Developmental assessment: “Assessing by progress.” DePaul University Center for Teaching and Learning. Retrieved March 28, 2025, from https://offices.depaul.edu/center-teaching-learning/assessment/assessing-learning/Documents/DevelopmentalAssessmentInformationSheet.pdf
46. Doig, B., Williams, J., Swanson, D., Ferri, R., & Drake, P. (2019). Interdisciplinary mathematics education.. https://doi.org/10.1007/978-3-030-11066-6
47. Douglas, D., Logue, A., & Watanabe-Rose, M. (2022). The long-term impacts of corequisite mathematics remediation with statistics: degree completion and wage outcomes. Educational Researcher, 52(1), 7-15.
48. Du, K. and Lipscomb, T. (2023). The effects of a mathematics remedial program on mathematics success and achievement among beginning mathematics major students : a regression discontinuity analysis. Journal of Research in Science Mathematics and Technology Education, 6(1), 21-39. https://doi.org/10.31756/jrsmte.613
49. Dumigsi, M. and Cabrella, J. (2019). Effectiveness of strategic intervention material in mathematics as remediation for grade 9 students in solving problems involving quadratic functions. Asian Journal of Education and Social Studies, 1-10.
50. Dung, N., Huy, N., Hằng, N., & Hà, D. (2020). Self-perception of teachers and managers of the impact of teachers’ professional development in vietnam. Education & Self Development, 15(2), 21-30. https://doi.org/10.26907/esd15.2.03
51. Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K. (2019). Research synthesis of meta-analyses of preservice teacher preparation practices in higher education. Higher Education Studies, 10(1), 29. https://doi.org/10.5539/hes.v10n1p29
52. Durukan, O., Şahin, G., & Durukan, H. (2016). Physical education teachers; physical activity level and affecting factors (the example of çanakkale). Turkish Journal of Sport and Exercise, 18(1), 103. https://doi.org/10.15314/tjse.00154
53. Ediagbonya, K. (2023). Work-life balance as predictor of business studies teachers’ task and contextual performance in esan west, edo state. CJMBE, 2(1), 19-24. https://doi.org/10.53797/cjmbe.v2i1.3.2023
54. Ersozlu, Z., Blake, D., Uşak, M., & Hawken, S. (2022). Addressing preservice teacher’s reasons for mathematics and test anxiety. European Journal of Educational Research, volume-11-2022(volume-11-issue-3-july-2022), 1715-1728. https://doi.org/10.12973/eu-jer.11.3.1715
55. Farhah, I., Saleh, A. Y., & Safitri, S. (2021). The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience. Journal of Education and Learning (EduLearn), 15(2), 267-274. https://doi.org/10.11591/edulearn.v15i2.18330
56. Finster, M. and Feldman, J. (2021). Cost-effectiveness of a statistics-based approach to developmental mathematics education. Journal of College Student Retention Research Theory & Practice, 25(3), 533-553. https://doi.org/10.1177/1521025121996282
57. Francisco, J., Alova, C., Alova, I., & Apohen, S. (2022). Performance of grade 8 students in mathematics intervention program. International Journal of Multidisciplinary Applied Business and Education Research, 3(9), 1742-1748. https://doi.org/10.11594/ijmaber.03.09.14
58. Frazier, W., Wilson, S., D’Amico, F., & Bergus, G. (2021). Resident remediation in family medicine residency programs: a cera survey of program directors. Family Medicine, 53(9), 773-778. https://doi.org/10.22454/fammed.2021.546572
59. Gadanidis, G., Silva, R., Hughes, J., Floyd, S., & Namukasa, I. (2022). Computational literacy & mathematics education. Revista Internacional De Pesquisa Em Educação Matemática, 12(4), 1-23. https://doi.org/10.37001/ripem.v12i4.3144
60. Gamage, D. (2024). The digital shift: is the trend of transferring developmental mathematics coursework to computerized adaptive learning environment effective?. J-CASP, 6(2), 21-28. https://doi.org/10.58997/6.2pp3
61. GAMBOA, R. (2023). Teacher collaboration: its effect on the instructional teaching effectiveness of faculty members. Aide Interdisciplinary Research Journal, 3, 243-252. https://doi.org/10.56648/aide-irj.v3i1.66
62. Ganley, C., Conlon, R., McGraw, A., Barroso, C., & Geer, E. (2021). The effect of brief anxiety interventions on reported anxiety and math test performance. Journal of Numerical Cognition, 7(1), 4-19. https://doi.org/10.5964/jnc.6065
63. Geldenhuys, M. and Henn, C. (2017). The relationship between demographic variables and well-being of women in south african workplaces. Sa Journal of Human Resource Management, 15(0). https://doi.org/10.4102/sajhrm.v15i0.683
64. González, J., León, S., & Gutiérrez, N. (2021). Piloting the response to intervention model in the canary islands: prevention of reading and math learning disabilities. The Spanish Journal of Psychology, 24.
65. Guimaraes, V. (2024). Concurrent predictors of mathematics achievement for 9-year-old children with williams syndrome. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-52639-7
66. Guo, S. and Liao, S. (2022). The role of opportunity to learn on student mathematics anxiety, problem-solving performance, and mathematics performance. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829032
67. Halpin, B. (2023). How can edtech personalise the instruction for tertiary students requiring mathematics support?. Ascilite Publications, 415-419. https://doi.org/10.14742/apubs.2023.530
68. Hanifah, M. (2023). Students’ learning difficulties in learning mathematics in view of  mathematical resilience. sicee, 1(0), 277.
69. Hebert, M., Powell, S., Bohaty, J., & Roehling, J. (2019). Piloting a mathematics‐writing intervention with late elementary students at‐risk for learning difficulties. Learning Disabilities Research and Practice, 34(3), 144-157.
70. Herawati, M., Muhid, A., & Hamdani, A. (2021). Self-efficacy, social support, academic flow, and math anxiety among islamic senior high school students. Psympathic Jurnal Ilmiah Psikologi, 7(2), 315-326. https://doi.org/10.15575/psy.v7i2.8474
71. Hindi, A. and Muthahharah, I. (2021). Teacher’s perception of student’s mathematics learning difficulties. Daya Matematis Jurnal Inovasi Pendidikan Matematika, 9(3), 171.
72. Hochberg, J., & Hartsfield-Davis, P. (2025). Planning and executing effective remediations. Mitchell Sandler PLLC Legal Journal, 41(1), 1-10. https://doi.org/xxxxxx
73. Hövel, D. and Hennemann, T. (2022). Learning behaviors, executive functions, and social skills: a meta-analysis on the factors influencing learning development in the transition from kindergarten to elementary school. Journal of Pedagogical Research, 6(1), 1-17. https://doi.org/10.33902/jpr.20221175398
74. Huber, S. (2021). Peer-coaching and inclusive collaborative learning using ict. Pedagógusképzés, 20(1.), 99-109. https://doi.org/10.37205/tel-hun.2021.1.05
75. Hutapea, R., Husnaini, M., & Murad, T. (2021). Challenge of integrating tawhid in science and history. International Journal of Asian Education, 2(1), 44-51. https://doi.org/10.46966/ijae.v2i1.89
76. Ilari, B. and Cho, E. (2023). Musical participation and positive youth development in middle school. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1056542
77. Işık, M. (2023). Investigation of school administrators’ technological leadership behaviors in the context of teachers’ professional development. Malaysian Online Journal of Educational Technology, 11(4), 238-257. https://doi.org/10.52380/mojet.2023.11.4.530
78. Jayanthi, M. (2024). Infusing evidence-based instruction in two middle school settings. Learning Disabilities Research and Practice, 39(2), 101-112.
79. Jenifer, J., Rozek, C., Levine, S., & Beilock, S. (2022). Effort(less) exam preparation: math anxiety predicts the avoidance of effortful study strategies.. Journal of Experimental Psychology General, 151(10), 2534-2541. https://doi.org/10.1037/xge0001202
80. Johari, N., Saad, N., & Kasim, M. (2022). Teacher collaboration: significant influence on self-efficacy of secondary school teachers. International Journal of Evaluation and Research in Education (Ijere), 11(4), 1873. https://doi.org/10.11591/ijere.v11i4.22921
81. Johnson, E., Clohessy, A., & Chakravarthy, P. (2020). A self-regulated learner framework for students with learning disabilities and math anxiety. Intervention in School and Clinic, 56(3), 163-171. https://doi.org/10.1177/1053451220942203
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83. Karande, S., Nj, G., More, T., & Pandit, S. (2022). Parental-perceived health-related quality of life of school students with borderline intellectual functioning: a cross-sectional questionnaire-based study in mumbai, maharashtra, india. Journal of Postgraduate Medicine, 68(4), 213-220. https://doi.org/10.4103/jpgm.jpgm_310_22
84. Kasi, V. (2023). Conceptual framework to design and develop “grid and game” module for remedial pupils. International Journal of Academic Research in Progressive Education and Development, 12(4). https://doi.org/10.6007/ijarped/v12-i4/19564
85. Kayabınar, E., Kayabınar, B., Önal, B., Zengin, H., & Köse, N. (2021). The musculoskeletal problems and psychosocial status of teachers giving online education during the covid-19 pandemic and preventive telerehabilitation for musculoskeletal problems. Work, 68(1), 33-43. https://doi.org/10.3233/wor-203357
86. Khanal, B. (2022). Approaches for enhancing mathematics learning of students with learning difficulties. The Educator Journal, 10(1), 88-92.
87. Koponen, T., Aro, T., Peura, P., Leskinen, M., Viholainen, H., & Aro, M. (2021). Benefits of integrating an explicit self-efficacy intervention with calculation strategy training for low-performing elementary students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.714379
88. Koşar, G. (2023). A self-study on the challenges a university supervisor faced in online teaching practicum and how she met them. International Journal of Teacher Education and Professional Development, 6(1), 1-12. https://doi.org/10.4018/ijtepd.317218
89. Kovalčíková, I., Veerbeek, J., Vogelaar, B., Prídavková, A., Ferjenčík, J., Šimčíková, E., … & Tomková, B. (2021). Domain-specific stimulation of executive functioning in low-performing students with a roma background: cognitive potential of mathematics. Education Sciences, 11(6), 285. https://doi.org/10.3390/educsci11060285
90. Lagria, H. (2023). Difficulties in solving mathematical problems and pupils’ performance. International Journal of Research Publications, 129(1).
91. Layug, G. (2021). Teachers’ interventions in improving numeracy skills of grade 7 students in baguio city national high school.
92. Lee, H., Lee, J., Song, J., Kim, S., & Bong, M. (2022). Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math.. Journal of Educational Psychology, 114(7), 1567-1588. https://doi.org/10.1037/edu0000743
93. Lei, Q., Mason, R., Xin, Y., Davis, J., David, M., & Lory, C. (2020). A meta‐analysis of single‐case research on mathematics word problem‐solving interventions for english learners with learning disabilities and mathematics difficulties. Learning Disabilities Research and Practice, 35(4), 201-217.
94. Lein, A., Jitendra, A., & Harwell, M. (2020). Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: a meta-analysis.. Journal of Educational Psychology, 112(7), 1388-1408.
95. Li, B. (2023). Professional development, employee motivation and work commitment: basis for human resource development plan. International Journal of Research Studies in Management, 11(9). https://doi.org/10.5861/ijrsm.2023.1123
96. Libre, D. (2024). Utilization of performance-based assessment in mathematics: basis for numeracy remediation program for grade four learners. Epra International Journal of Environmental Economics Commerce and Educational Management, 261-268. https://doi.org/10.36713/epra17457
97. Lin, W., Chang, Y., & Chen, P. (2023). Environmental aesthetics and professional development for university teachers in china. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01581-6
98. Lizana, P. and Vega-Fernadez, G. (2021). Teacher teleworking during the covid-19 pandemic: association between work hours, work–family balance and quality of life. International Journal of Environmental Research and Public Health, 18(14), 7566. https://doi.org/10.3390/ijerph18147566
99. Lo, T.-Y. (2023). The investigation of culture-integrated mathematics remedial modules on Indigenous students’ learning outcome. PUPIL International Journal of Teaching Education and Learning, 7(2), 180–195.
100. Lockwood, A., Sealander, K., Gross, T., & Lanterman, C. (2019). Teacher trainees’ administration and scoring errors on the kaufman test of educational achievement. Journal of Psychoeducational Assessment, 38(5), 551-563. https://doi.org/10.1177/0734282919871144
101. Looney, L., Wong, E. H., Rosales, K. P., Rosales, F., & Tirado, G. (2022). Teacher perceptions of working memory and executive function improvements following school-day cognitive training. School Psychology International, 44(1), 48-67. https://doi.org/10.1177/01430343221122454
102. Loturco, I., Montoya, N., Ferraz, M., Berbat, V., & Pereira, L. (2022). A systematic review of the effects of physical activity on specific academic skills of school students. Education Sciences, 12(2), 134. https://doi.org/10.3390/educsci12020134
103. Lynch, K., An, L., & Mancenido, Z. (2022). The impact of summer programs on student mathematics achievement: a meta-analysis. Review of Educational Research, 93(2), 275-315. https://doi.org/10.3102/00346543221105543
104. Macapayad, G. L., Lapinid, E. L., Valmoria, G. P., & Colis, K. V. (2024). Efficacy of one-on-one peer tutoring in improving the problem-solving performance among grade 10 learners. European Journal of Education Studies, 11(11).
105. MacDonald, C. (2024). Does inducing growth-oriented mindsets about math ability in parents enhance children’s math mindsets, affect, and achievement?. Developmental Psychology, 60(12), 2396-2408. https://doi.org/10.1037/dev0001768
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107. Magfirah, N. (2024). Validity study: the development of mathematics e-module for remedial learning., 107-119.
108. Mahmud, S. (2022). A case study addressing trauma needs during covid-19 remote learning from an ecological systems theory framework. BMC Psychology, 10(1). https://doi.org/10.1186/s40359-022-00848-y
109. Mailizar, M. (2024). Developing e-learning based remedial videos to overcome learning loss in trigonometry., 120-128.
110. Mandagdag, J. (2024). The impact of remedial classes on the performance of grade 7 learners in mathematics using the project tapppik. Educational Challenges, 29(1), 99-112.
111. Mandagdag, J. P., Golez, R., & Closa, B. G. (2024). The impact of remedial classes on the performance of grade 7 learners in mathematics using the Project TAPPPIK. Educational Challenges, 29(1), 99-112.
112. Marlina, M., Hendrawati, T., & Kusumastuti, G. (2019). Teachers’ attitude towards the learning achievement of students with learning disabilities in inclusive schools. Journal of ICSAR, 3(1), 32-36. https://doi.org/10.17977/um005v3i12019p032
113. Marshall, D., Shannon, D., Love, S., & Norris, L. (2022). Teacher sense of efficacy and  capturing the initial transition to remote instruction. Journal of Education, 204(2), 412-426. https://doi.org/10.1177/00220574221138078
114. Maryana, M. (2024). The impact of gamification on student engagement and learning outcomes in mathematics education. International Journal of Business Law and Education, 5(2), 1697-1608.
115. Masengesho, D. (2024). The effect of remedial program practices on the academic performance of slow learners in mathematics subject in public lower-day secondary school in rwanda: a case of kirehe district. African Journal of Empirical Research, 5(4), 945-956.
116. Meyer, A., Richter, D., & Hartung-Beck, V. (2020). The relationship between principal leadership and teacher collaboration: investigating the mediating effect of teachers’ collective efficacy. Educational Management Administration & Leadership, 50(4), 593-612. https://doi.org/10.1177/1741143220945698
117. Mgonja, T. and Robles, F. (2022). Identifying critical factors when predicting remedial mathematics completion rates. Journal of College Student Retention Research Theory & Practice, 26(2), 355-377.
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