Basic Math Skills and Performance in an Introductory Statistics Course

Autor/inn/en	Johnson, Marianne; Kuennen, Eric
Titel	Basic Math Skills and Performance in an Introductory Statistics Course
Quelle	In: Journal of Statistics Education, 14 (2006) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-1898
Schlagwörter	Curriculum Development; Grade Point Average; Course Content; Mathematical Concepts; Mathematics Skills; Statistics; Calculus; Remedial Mathematics; Student Characteristics; Mathematics Instruction; Introductory Courses; Academic Achievement; Grades (Scholastic); Scores; Standardized Tests; Thinking Skills; Gender Differences; ACT Assessment + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursprogramm; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Statistik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Einführungskurs; Schulleistung; Notenspiegel; Standadised tests; Standardisierter Test; Denkfähigkeit; Geschlechterkonflikt; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the student has taken calculus or business calculus, (2) whether the student has been required to take remedial mathematics, (3) the student's score on a test of very basic mathematical concepts, (4) student scores on the mathematics portion of the ACT exam, and (5) science/reasoning portion of the ACT exam. The score on the science portion of the ACT exam and the math-quiz score are significantly related to performance in an introductory statistics course, as are student GPA and gender. This result is robust across course formats and instructors. These results have implications for curriculum development, course content, and course prerequisites. (Contains 5 tables and 9 endnotes.) (As Provided).
Anmerkungen	American Statistical Association. 732 North Washington Street, Alexandria, VA 22314. Tel: 703-684-1221; Tel: 888-231-3473; Fax: 703-684-2037; e-mail: asainfo@amstat.org; Web site: http://www.amstat.org/publications/jse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10