Abstract
<p>The demand for STEM graduates has increased, but the number of incoming freshmen who declare a STEM major has remained stagnant. High school courses, such as calculus, can open or close the gate for students interested in careers in STEM. The purpose of this study was to determine if high school mathematics preparation was a significant prerequisite for success in the pre-engineering curriculum at the post-secondary level. The College Freshman Survey was administered to a sample of 2,328 incoming freshman students, then their survey responses were matched with the grades and standardized test scores provided by the university’s institutional research office. A multiple regression analysis was conducted to predict quantitative pre-engineering GPA. The most significant predictor of quantitative GPA was adjusted ACT math score. Other significant contributors to the models were calculus, algebra II, trigonometry, and algebra I grades. The results suggest that high school preparation in specific mathematics subjects does have a positive impact on success in pre-engineering education.</p>
Highlights
1.1 The ProblemDuring the last decade, the number of STEM (i.e., Science, Technology, Engineering and Mathematics) jobs in the US has tripled, 7.6%, compared to non-STEM jobs, 2.6% (Langdon, McKittrick, Beede, Khan, & Doms, 2011)
The results suggest that successful performance in high school mathematics significantly affects performance in college quantitative courses
Based the results of this study, ACT math scores were the most significant predictor of quantitative Grade Point Average (GPA) according to the bivariate correlation, semi-partial, and structure coefficient
Summary
The number of STEM (i.e., Science, Technology, Engineering and Mathematics) jobs in the US has tripled, 7.6%, compared to non-STEM jobs, 2.6% (Langdon, McKittrick, Beede, Khan, & Doms, 2011). This growth is projected to continue on into 2018 (i.e., 17.0% compared to 9.8%, respectively). Kennedy inspired a nation of scientists and engineers to win the space race after the Soviet Union’s launch of Sputnik in 1957 These motivated individuals are reaching retirement age in the beginning of the 21st century, yet the declining interest and increasing attrition rates have reduced the number of scientists and engineers to replace them. Researchers (e.g., Adelman, 2006) suggest that curriculum content, coursework exposure, and proficiency in math and science factor into whether students leave or persist a STEM field of study (Wang, 2013)
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