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.
Available at: http://works.bepress.com/david_harris1/7/