Skip to main content
Article thumbnail
Location of Repository

ACHIEVEMENT AND PERFORMANCE IN INTRODUCTORY

By Danielle N. Dupuis, Amanuel Medhanie, Michael Harwell, Brandon Lebeau, Debra Monson and Thomas R. Post

Abstract

In this study we examined the effects of prior mathematics achievement and completion of a commercially developed, National Science Foundation-funded, or University of Chicago School Mathematics Project high school mathematics curriculum on achievement in students ’ first college statistics course. Specifically, we examined the relationship between students ’ high school mathematics achievement and high school mathematics curriculum on the difficulty level of students ’ first college statistics course, and on the grade earned in that course. In general, students with greater prior mathematics achievement took more difficult statistics courses and earned higher grades in those courses. The high school mathematics curriculum a student completed was unrelated to statistics grades and course-taking

Topics: Statistics education research, Post-secondary education, Course-taking
Year: 2013
OAI identifier: oai:CiteSeerX.psu:10.1.1.352.4732
Provided by: CiteSeerX
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://citeseerx.ist.psu.edu/v... (external link)
  • https://www.stat.auckland.ac.n... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.