The relationship of mathematics prerequisites and other academic factors to student achievement in two Virginia community colleges

Abstract

The purpose of this study was to identify relationships between selected academic variables and student achievement and time of matriculation for students enrolled full-time at two Virginia community colleges; and to ascertain from those relationships the potential for predicting community college achievement. Data were collected, with permission from the VCCS Office of Research and Planning, on students (N = 287) enrolled at either Central Virginia Community College in Lynchburg, Virginia, or Southside Virginia Community College in Alberta and Keysville, Virginia, from the fall semester of 1988 through the summer semester of 1995. Persons were enrolled in either drafting and design technology, electronics technology, or engineering technology.

The dependent variables used in this study were: (a) achievement in college level mathematics courses, (b) overall occupational/technical program achievement, and (c) time required to finish an occupational/technical AAS degree. Independent variables were: (a) high school curriculum (i.e., general or academic), and = (b) high school program participation (i.e., traditional articulation, dual enrollment, or no participation in either). The covariates were: (a) high school GPA, (b) scores on math portion of entrance placement test, (c) algebra I GPA, (d) geometry GPA, and (e) algebra II/trigonometry GPA.

The analysis used in this study was developed in several stages. Tests of assumptions were conducted to assure normality and homogeneity of data as well as the elimination of any possibility of multicollinearity between math achievement and overall program achievement. All tests were satisfied and no significance was found at the p < .05 alpha level between math and program achievement. A 2X3 MANCOVA was conducted to ascertain any statistical relationship between the dependent variables and the independent variables. Because only persons participating in an academic high school curriculum (n = 88) had all three math prerequisites, a one way MANCOVA was then conducted to determine statistical significance, regression models were developed for the purpose of predicting community college math achievement, overall program achievement, and time required to finish an AAS degree.

The study concluded that the significant predictor of time was high school GPA. The significant predictors of college math achievement were high school GPA, placement test scores, and algebra I. Significant predictors of college program achievement were high school GPA, algebra I, participation in traditional articulation and dual enrollment.