| Large numbers of students arrive at colleges and universities unprepared, specifically in the area of mathematics. In Texas, approximately 47% of entering freshman students enroll in developmental mathematics. Mathematics is cited in the literature as cornerstone for success in science, and advanced technology. In this study, the extent to which differences were present in College Algebra students' study habits was analyzed, with the intent of using the findings to aid faculty and administrators in developing interventions to assist students who need help in the area of mathematics. The study was conducted at a college in south Texas. Group participation was determined according to students' mid-term grades. The high performing group was formed of students with grades of "A" or "B", the average performing group included students who earned a grade of "C", and the low performing group consisted of students who obtained a grade of "D" or "F". The sample size was 143 students. Participants answered a Mathematics Study Habits Survey (MSHS) consisting of five sub-sections. A factor Analysis was conducted to validate the Mathematics Study Habits Survey. A quantitative design was used for hypotheses testing. Descriptive statistics and Analysis of Variance were performed. Statistically significant differences were observed between the high and low performing groups in the overall survey score F(2, 140) = 3.62, p = .029 and in the "Asking for Help" sub-section of the survey F(2, 140) = 3.76, p = .026. General recommendations to promote awareness among students who need help in mathematics were also presented. |
