A MULTI-INSTITUTIONAL STUDY OF THE RELATIONSHIP BETWEEN HIGH SCHOOL MATHEMATICS ACHIEVEMENT AND PERFORMANCE IN INTRODUCTORY COLLEGE STATISTICS

Authors

  • DANIELLE N. DUPUIS University of Minnesota
  • AMANUEL MEDHANIE University of Minnesota
  • MICHAEL HARWELL University of Minnesota
  • BRANDON LEBEAU University of Minnesota
  • DEBRA MONSON University of Minnesota
  • THOMAS R. POST University of Minnesota

DOI:

https://doi.org/10.52041/serj.v11i1.337

Keywords:

Statistics education research, Post-secondary education, Course-taking

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.

First published May 2012 at Statistics Education Research Journal: Archives

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Published

2012-05-31

Issue

Vol. 11 No. 1 (2012)

Section

Regular Articles