Readiness, Behavior, and Foundational Mathematics Course Success

This article, published in the Journal of Developmental Education, Volume 37, Issue 1, Fall 2013, examines the effects of math readiness and student course behavior (e.g.,attendance, participation, homework completion)on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior predicted posttest mathematics knowledge.

Readiness, Behavior, and Foundational Mathematics Course Success

This entry was posted in Developmental Education Virtual Resource, STEM CCR Resources and tagged , . Bookmark the permalink. Both comments and trackbacks are currently closed.