Study behaviors and other characteristics of remedial mathematics and college algebra students

Purpose. The first purpose of this investigation compared the overall study behaviors of university students enrolled in remedial mathematics with those of university students enrolled in college algebra. Specific behaviors measured were self-esteem, routine preparation for academic tasks, and long-term preparation for academic activities. Another purpose of this study was to analyze demographics, background preparation, and other characteristics of university students enrolled in remedial mathematics and college algebra. Additionally, gender differences were investigated.;Procedure. A random sample of 164 university students consisted of four sub-groups: 41 men and 41 women in remedial mathematics, 41 men and 41 women in college algebra. The Study Behavior Inventory-Form D (Bliss & Mueller, 1987c) measured study behaviors. After converting the scored student responses to standard scores, three-way analysis of variance with repeated measures analyzed the data. Descriptive statistics were compiled from a Student Information Survey in reference to demographics, background preparation, and other characteristics.;Findings. Some of the findings drawn from this study were as follows. There were no significant statistical differences between the study behaviors of university students enrolled in remedial mathematics and university students enrolled in college algebra. Also, there were no significant gender differences in the study behaviors measured. The average number of math courses in high school completed by students in remedial mathematics was less than the average number completed by students in college algebra. Students in college algebra study mathematics more hours per week than do students in remedial mathematics. Women study mathematics more hours per week than do men. Almost 40% of all students self-rated their mathematical ability as poor. About 64% of all students reported that mathematics was necessary to future jobs. Of those students in both remedial mathematics and college algebra who had been discouraged in mathematics, approximately 70% had been discouraged by a teacher.;Conclusions. Some conclusions based on the findings of this study were as follows. University students in college algebra and remedial mathematics reported similar study behaviors. Men and women reported similar study behaviors. Students in college algebra spend more time studying mathematics than do students in remedial mathematics. College algebra students have a higher average number of high school mathematics completed than have students in remedial mathematics. A majority of all students have the opinion that mathematics is necessary to future jobs. Of students in college algebra and remedial mathematics who have been discouraged in mathematics, the majority have been discouraged by a teacher.