The Role of Prior Mathematical Experience in Predicting Mathematics Performance in Higher Education

Autor/inn/en	Faulkner, Fiona; Hannigan, Ailish; Fitzmaurice, Olivia
Titel	The Role of Prior Mathematical Experience in Predicting Mathematics Performance in Higher Education
Quelle	In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 5, S.648-667 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.868539
Schlagwörter	Higher Education; Mathematics Achievement; Prior Learning; Learning Experience; Predictive Validity; Mathematics Skills; Undergraduate Students; Discriminant Analysis; Predictive Measurement; College Freshmen; Test Score Decline; Diagnostic Tests; Gender Differences; At Risk Students; Profiles; Failure; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorkenntnisse; Lernerfahrung; Mathematics ability; Diskriminanzanalyse; Studienanfänger; Diagnostic test; Diagnostischer Test; Geschlechterkonflikt; Charakterisierung; Profilanalyse; Ausland; Irland
Abstract	Evidence of deficiencies in basic mathematical skills of beginning undergraduates has been documented worldwide. Many different theories have been set out as to why these declines in mathematical competency levels have occurred over time. One such theory is the widening access to higher education which has resulted in a less mathematically prepared profile of beginning undergraduates than ever before. In response to this situation, the present study details the examination of a range of methods through which a student's mathematical performance in higher education could be predicted at the beginning of their third-level studies. Several statistical prediction methods were examined and the most effective method in predicting students' mathematical performance was discriminant analysis. The discriminant analysis correctly classified 71.3% of students in terms of mathematics performance. An ability to carry out such a prediction in turn allows for appropriate mathematics remediation to be offered to students predicted to fail third-level mathematics. The results of the prediction of mathematical performance, which was carried out using a database consisting of over 1000 beginning undergraduates over a 3-year period, are detailed in this article along with the implications of such findings to educational policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10