Bridging the gap: remediating mathematics competencies of college entrants

Abstract

This study aims to provide empirical evidence on the performance of low performing students in mathematics if they undergo remediation classes before taking the regular courses. The experiment used Randomized Control Trial (RCT) design particularly the Randomized Posttest Only Control Group with matched subjects. Involved in the study are low performing students in mathematics matched according to their performance in the diagnostic test and randomly assigned to the control and experimental groups.

Results show that students who took remediation classes have significantly higher performance in the mid and final term exams than those who proceeded taking the regular course without remediation. Consequently, a significantly higher proportion of students in the experimental group passed the mid and final terms than those in the control group, with about 55% of the low performing students in the experimental passed the term exams compared to the 21% in the comparison group. There is a positive and moderately strong relationship between posttest and performance in the final term of regular math classes. This means that students who improve their basic competencies in mathematics perform better in the regular math courses. The coefficient of determination indicates that 29% of the variation in students’ scores during the final term can be attributed to the remediation program. Results support positive effect of remediation on students’ performance in mathematics and it is recommended that low performing college students take preparatory mathematics programs before they enroll regular courses.