International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
The impact of prerequisites for undergraduate calculus I performance
APA
In-text citation: (Hurdle & Mogilski, 2022)
Reference: Hurdle, Z. B., & Mogilski, W. (2022). The impact of prerequisites for undergraduate calculus I performance. International Electronic Journal of Mathematics Education, 17(3), em0696. https://doi.org/10.29333/iejme/12146
AMA
In-text citation: (1), (2), (3), etc.
Reference: Hurdle ZB, Mogilski W. The impact of prerequisites for undergraduate calculus I performance. INT ELECT J MATH ED. 2022;17(3), em0696. https://doi.org/10.29333/iejme/12146
Chicago
In-text citation: (Hurdle and Mogilski, 2022)
Reference: Hurdle, Zachariah Benton, and Wiktor Mogilski. "The impact of prerequisites for undergraduate calculus I performance". International Electronic Journal of Mathematics Education 2022 17 no. 3 (2022): em0696. https://doi.org/10.29333/iejme/12146
Harvard
In-text citation: (Hurdle and Mogilski, 2022)
Reference: Hurdle, Z. B., and Mogilski, W. (2022). The impact of prerequisites for undergraduate calculus I performance. International Electronic Journal of Mathematics Education, 17(3), em0696. https://doi.org/10.29333/iejme/12146
MLA
In-text citation: (Hurdle and Mogilski, 2022)
Reference: Hurdle, Zachariah Benton et al. "The impact of prerequisites for undergraduate calculus I performance". International Electronic Journal of Mathematics Education, vol. 17, no. 3, 2022, em0696. https://doi.org/10.29333/iejme/12146
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Hurdle ZB, Mogilski W. The impact of prerequisites for undergraduate calculus I performance. INT ELECT J MATH ED. 2022;17(3):em0696. https://doi.org/10.29333/iejme/12146

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.

Disclosures

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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