The purpose of the quantitative explanatory study was to investigate the relationship between student mathematics course prerequisite completion and the final grades attained in the required community college mathematics classes. A quantitative method was appropriate because it explored the relationship between the response variable, the final grade obtained in a required mathematics course, and the explanatory variables, ACT, SAT, COMPASS scores, and completion of the mathematics course prerequisite at a community college in the Northwest. Using Logistic Multiple Regression, Spearman Correlation Coefficient, and the F test, the study results indicated that the COMPASS score, ACT score, and meeting course prerequisites were significant indicators for determining success in an introductory mathematics course. The study results support the need for college administrators, teachers, and advisors to enforce course prerequisite requirements for introductory mathematics courses to promote student success.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 71/02, Dissertation Abstracts International|
|Subjects:||Community college education, Mathematics education, Educational tests & measurements|
|Keywords:||COMPASS placement, Mathematics outcomes, Prerequisites, Standardized testing|
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