Abstract
In this paper, I examine how a math-competency requirement affects student performance in an introductory economics course. Students were given a basic math-competency quiz at the beginning of the semester. Those who did not pass could receive remedial-math tutoring and retake the competency quiz. The results of this study indicate that students who passed the math-competency quiz, regardless of the number of attempts, performed significantly better in the class than students who did not attain basic math skills.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
