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Predictors of student success in entry-level undergraduate mathematics courses.
College Student Journal (2006)
  • Sat Gupta, University of Southern Maine
  • David E. Harris, University of Southern Maine
  • Nellie M Carrier, University of Southern Maine
  • Paul G. Caron, University of Southern Maine
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.

Keywords
  • Learning
Disciplines
Publication Date
March, 2006
Citation Information
Sat Gupta, David E. Harris, Nellie M Carrier and Paul G. Caron. "Predictors of student success in entry-level undergraduate mathematics courses." College Student Journal Vol. 40 Iss. 1 (2006)
Available at: http://works.bepress.com/david_harris1/7/