Predicting Student Success in Co-remediated General Education Mathematics Courses at a Large Urban Public University

Authors

  • Kirsten Miller
  • Kagba Suaray

DOI:

https://doi.org/10.46328/ijemst.2782

Keywords:

Post-secondary remediation, General education mathematics, Binary classification, Model stacking

Abstract

Placement and support of students in first-year mathematics courses at institutions of higher education has long been a consequential issue. In a bid to address it, many systems and institutions of higher learning have elected to implement a co-remediation framework in place of pre-remediation, due in large part to the prohibitive cost of the latter, both in terms of financial resource, as well as student academic progress. Accompanying this evolution has been the expansion of the introductory mathematics curriculum beyond algebra to include statistics and quantitative reasoning. The present study discusses three distinct introductory mathematics courses at a large urban public M.S. granting institution in the U.S., with the goal of identifying the characteristics that correlate with success in each. Conditional probability and non-completion rate analyses were implemented to compare student performance in each course. Predictive models were then trained and validated, building insight concerning the differential relationships of demographic and academic covariates with course completion.

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Published

2023-04-20

Issue

Section

Articles

How to Cite

Predicting Student Success in Co-remediated General Education Mathematics Courses at a Large Urban Public University. (2023). International Journal of Education in Mathematics, Science and Technology, 11(3), 586-611. https://doi.org/10.46328/ijemst.2782

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