Predictors of Student Success in Entry-Level Undergraduate Mathematics Courses

Autor/inn/en	Gupta, Sat; Harris, David E.; Carrier, Nellie M; Caron, Paul
Titel	Predictors of Student Success in Entry-Level Undergraduate Mathematics Courses
Quelle	In: College Student Journal, 40 (2006) 1, S.97-108 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	College Mathematics; Multivariate Analysis; Educational Experience; Student Attitudes; Predictor Variables; Undergraduate Students; Mathematics Education; Mathematics Achievement; Questionnaires; Demography; Student Characteristics; Study Habits; Time Factors (Learning); Gender Differences; Age Differences; Teacher Competencies; Grades (Scholastic); Educational Environment; Maine + Suchen Sie Ihr Suchwort? Multivariate Analyse; Bildungserfahrung; Schülerverhalten; Prädiktor; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Demografie; Study behavior; Study behaviour; Studienverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Lehrkunst; Notenspiegel; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Most undergraduate programs require completion of a mathematics course, but pass rates in these courses are often low. To determine predictors of student success in 100-level mathematics courses at the University of Southern Maine, we used a questionnaire to collect information on possible predictors of grade (student demographics, attitude, educational experience, factors impacting study time) and course-related factors. We then performed univariate analysis using Mann-Whitney and the Kruskall-Wallis tests, and multivariate analysis using ordinal logistic regression modeling, and found that students who were male, older, had missed fewer classes, had taken more 100-level classes, took classes in a once a week format, had a more positive attitude toward mathematics, and had a lower ranked instructor tended to receive higher grades. These results suggest that a supportive learning environment may enhance performance. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10