A Longitudinal Study of Students in a Dual-Enrollment Mathematics Program: A Focus on Preparation for Calculus

Laura J. Pyzdrowski^1, , Lori Ogden², Anthony S. Pyzdrowski³ and Vennessa L. Walker⁴

¹West Virginia University, Mathematics Department, Morgantown, WV

²West Virginia University, 411 A Armstrong Hall, Mathematics Department, Morgantown, WV

³California University of Pennsylvania, 324 Eberly Science & Technology Center, California PA

⁴Director of Institutional Research, Niagara University, PO Box 2045, Niagara University, NY

Cite this paper:
Laura J. Pyzdrowski, Lori Ogden, Anthony S. Pyzdrowski and Vennessa L. Walker. A Longitudinal Study of Students in a Dual-Enrollment Mathematics Program: A Focus on Preparation for Calculus. American Journal of Educational Research. 2016; 4(2):204-209. doi: 10.12691/education-4-2-9

Abstract

This is a continuation of a longitudinal study implemented to determine if students enrolled in a dual-credit mathematics program are sufficiently prepared for success in first semester calculus. In the current cycle, thirty high school students enrolled in a year-long sequence of two university mathematics courses were followed through their first-year, on-campus calculus course. Course grades, interviews and surveys were used to determine factors that influence student success. The dual-enrollment courses in this study meet the same level of rigor as the courses taught to traditional students at the partner post-secondary institution. Results indicate that students who complete dual-credit algebra and trigonometry courses through an outreach program are as least as well prepared for Calculus I as those who take those courses on campus. However, over the course of this longitudinal study it has been found that prior experience in calculus is also an important factor to consider in student success.

Keywords:
calculus dual-credit early-enrollment first year courses mathematics

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