id: 06361425
dt: j
an: 2014f.00201
au: Faulkner, Fiona; Hannigan, Ailish; Fitzmaurice, Olivia
ti: The role of prior mathematical experience in predicting mathematics
performance in higher education.
so: Int. J. Math. Educ. Sci. Technol. 45, No. 5, 648-667 (2014).
py: 2014
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: C35 D30
ut: predicting performance; mathematics problem; declining standards; changing
profile; widening access; remediation
ci:
li: doi:10.1080/0020739X.2013.868539
ab: Summary: 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 studentâ€™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 studentsâ€™
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.
rv: