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This research explored the factors that influence the
placement of four-year college students into
pre-college level courses. Based upon this
literature review, it appeared that some of the
variables that could predict the placement of
university students into pre-college level
mathematics courses were age, gender, length of time
since previous math course, previous teacher''s
methodology, and need for concurrent enrollment in
pre-college level English courses. This study
revealed distinct differences between the group
requiring only pre-college level math courses and the
groups requiring remedial English. The most
significant predictors for determining placement
appearing to be age, gender, major, time span, and
self perception. This study concluded with a
discussion of the needs of related future research.
placement of four-year college students into
pre-college level courses. Based upon this
literature review, it appeared that some of the
variables that could predict the placement of
university students into pre-college level
mathematics courses were age, gender, length of time
since previous math course, previous teacher''s
methodology, and need for concurrent enrollment in
pre-college level English courses. This study
revealed distinct differences between the group
requiring only pre-college level math courses and the
groups requiring remedial English. The most
significant predictors for determining placement
appearing to be age, gender, major, time span, and
self perception. This study concluded with a
discussion of the needs of related future research.