Abstract
The purpose of this study was to observe students´retention, success and attitudes towards mathematics in a community college quantitative literacy course, taught in a lab-based format. The redesigned course implemented the daily use of Microsoft Excel in the classroom demonstrations, group activities and infividual assignments, and utilized data from many fields of study. Results showed statistically significant growth in attitudes towards real-world application problems, the use of computers in mathematics, and the consideration of taking additional mathematics courses. There was also marginally significant growth in students´attitudes towards the relevance and utility of mathematics. Higher retention and success rates in the redesigned course were also observed, although those rates were not found to be statistically significant.
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