Studying and help-seeking behaviors: Preparation for Calculus students

Abstract

Historically, there have been differences in mathematics students' overall course performance based on their placement information, particularly in Preparation for Calculus. This study explores differences in studying and help-seeking behaviors of students from fall 2019 sections of Preparation for Calculus. Special attention is given to students' placement information and whether or not they were a member of a corequisite section of this course. The results of this study show that having effective learning strategies, visiting the university's walk-in math tutoring center, and attending class are positively correlated with increases in overall course grade.