Abstract
Remedial math courses were evaluated along two strategic features; enrollment and student academic achievement. Findings show that those students who had more than one remedial math course were inclined to enroll than enroll. The finding also suggest, that achievement in remedial courses appeared to reflect parallel academic levels with the first regular mathematics courses and students’ cumulative GPA. The results are significant to the extent that remedial mathematics courses maybe a hindrance to the strategic development of the university and that they may not be evidence to subsistent intellectual and academic development of students. This study is illuminative given that few studies have emerged to understand non-regular programs in Lebanese universities in the or Middle East. The formative model presented in this study could be generalizable to studying the effectiveness and worthiness of programs in different parts of the World, and thus a standard used across universities.
Published Version
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