The impact of prerequisites for undergraduate calculus I performance
Zachariah Benton Hurdle 1 * , Wiktor Mogilski 1
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1 Utah Valley University, Orem, UT, USA* Corresponding Author

Abstract

We conducted a quantitative analysis to determine how the prerequisite path of students taking calculus I impacts their grade performance. We began by investigating the performance of students that took college algebra and trigonometry versus those that took pre-calculus ahead of their credit-bearing calculus I attempt. We concluded that there was a significant difference between the two prerequisite routes. We then performed regression analysis to view the number of credit prerequisite credit hours, including multiple attempts, as a predictor of calculus I GPA and A-proportion. We found a strong negative correlation between these variables. We hope this study can be replicated at other institutions and in other fields to help university policymakers with decision-making regarding course listings.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0696

https://doi.org/10.29333/iejme/12146

Publication date: 05 Jun 2022

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Article Downloads: 397

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