Date of Award
College of Education
Type of Degree
Lisa A. Heaton
The purpose of this study was to evaluate multiple high school student attributes and performance measures that could be considered for use in predicting success in developmental mathematics courses and college-level math courses at Marshall University in Huntington, West Virginia. This study also evaluated the predictive ability of the same high school student attributes and performance measures in determining first-year fall-to-fall retention rates for successful math students.
The study population consisted of first-time freshmen who entered the case study institution in the fall semesters of 2010 through 2014 and graduated from West Virginia public high schools. The population was stratified by the developmental or college-level course in which the student enrolled. A stratified sample was selected from the population based on math course. Data for each student in the sample population was collected from high school transcripts and matched with additional student data in the university student database. Multiple statistical analyses were employed to determine the significance of each of the twelve independent variables in regard to student performance outcomes in developmental and college level math courses and fall-to-fall retention outcomes.
High school overall GPA and high school math GPA significantly influenced more course outcomes than any other variables. Socioeconomic variables were significant in the course outcomes for MTH 098 and MTH 121. Variables were inconsistent in influencing retention outcomes.
Education, Higher -- West Virginia.
Mathematics -- Study and teaching.
Stepp, Sherri L., "Evaluating high school mathematics performance measures and student attributes for predicting remedial mathematics success and student retention in college" (2016). Theses, Dissertations and Capstones. 1035.