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A Multi-Institutional Study of the Relationship between High School Mathematics Achievement and Performance in Introductory College Statistics

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Bibliographic Details
Title: A Multi-Institutional Study of the Relationship between High School Mathematics Achievement and Performance in Introductory College Statistics
Language: English
Authors: Dupuis, Danielle N., Medhanie, Amanuel, Harwell, Michael, LeBeau, Brandon, Monson, Debra, Post, Thomas R.
Source: Statistics Education Research Journal. May 2012 11(1):4-20.
Availability: International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/serj
Peer Reviewed: Y
Page Count: 17
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Higher Education
Postsecondary Education
Secondary Education
Descriptors: Mathematics Achievement, Secondary School Mathematics, Introductory Courses, Statistics, College Mathematics, Difficulty Level, Grades (Scholastic), College Students, Cohort Analysis
ISSN: 1570-1824
Abstract: In this study we examined the effects of prior mathematics achievement and completion of a commercially developed, National Science Foundation-funded, or University of Chicago School Mathematics Project high school mathematics curriculum on achievement in students' first college statistics course. Specifically, we examined the relationship between students' high school mathematics achievement and high school mathematics curriculum on the difficulty level of students' first college statistics course, and on the grade earned in that course. In general, students with greater prior mathematics achievement took more difficult statistics courses and earned higher grades in those courses. The high school mathematics curriculum a student completed was unrelated to statistics grades and course-taking. (Contains 5 tables.)
Abstractor: As Provided
Number of References: 42
Entry Date: 2012
Access URL: https://www.stat.auckland.ac.nz/~iase/serj/SERJ11(1)_Dupuis.pdf
Accession Number: EJ976589
Database: ERIC
Description
Abstract:In this study we examined the effects of prior mathematics achievement and completion of a commercially developed, National Science Foundation-funded, or University of Chicago School Mathematics Project high school mathematics curriculum on achievement in students' first college statistics course. Specifically, we examined the relationship between students' high school mathematics achievement and high school mathematics curriculum on the difficulty level of students' first college statistics course, and on the grade earned in that course. In general, students with greater prior mathematics achievement took more difficult statistics courses and earned higher grades in those courses. The high school mathematics curriculum a student completed was unrelated to statistics grades and course-taking. (Contains 5 tables.)
ISSN:1570-1824