Pre-college Level Mathematics Courses in Higher Education: Predicting Student Placement

This research explored the factors that influence theplacement of four-year college students intopre-college level courses. Based upon thisliterature review, it appeared that some of thevariables that could predict the placement ofuniversity students into pre-college levelmathematics courses were age, gender, length of timesince previous math course, previous teacher''smethodology, and need for concurrent enrollment inpre-college level English courses. This studyrevealed distinct differences between the grouprequiring only pre-college level math courses and thegroups requiring remedial English. The mostsignificant predictors for determining placementappearing to be age, gender, major, time span, andself perception. This study concluded with adiscussion of the needs of related future research.