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ERIC Number: ED561567
Record Type: Non-Journal
Publication Date: 2013
Pages: 111
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-2453-3
Factors Affecting the Performance of Students in University Remedial Mathematics Courses
Aoude, Solange G.
ProQuest LLC, Ed.D. Dissertation, Saint Louis University
The importance of mathematics is growing in all scientific and technological fields. Lebanese universities, in particular Notre Dame University-Louaize, require students to take a pool of mathematics courses in their scientific and engineering programs. Based on their scores on the university entrance exam, students accepted to the university might be required to take remedial mathematics courses. It is important for students to pass these courses for them to be accepted in their selected majors and move to the other undergraduate mathematics courses. A high percentage of students fail the remedial mathematics courses and repeat them several times. This research project aimed at exploring the factors affecting the performance of students in these courses and coming up with recommendations to enhance their achievement. It also studied gender differences in the performance of students in remedial mathematics courses and revealed patterns of students' attitude towards mathematics and mathematics anxiety. The original sample consisted of 286 students enrolled in the remedial calculus mathematics course offered in the fall semester 2012. The final sample consisted of 120 students who completed the questionnaire, did all required exams simultaneously and were not repeating the course. The analysis was performed using the Statistical Package for Social Sciences (SPSS). Results revealed an insignificant gender difference in favor of males. Besides, the work employment of students and their mathematics anxiety had an insignificant negative effect on their scores whereas a positive insignificant effect was reported for their attitude towards mathematics. The students had a general positive attitude towards mathematics and a low anxiety level. However, nearly half of the students did not appreciate the value of mathematics in daily life and they had test anxiety and the majority considered mathematics challenging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lebanon