| This exploratory study seeks to determine which sources of individual differences influence the successful completion of the college algebra mathematics requirement. For some college students, the alternative pathways to earning college algebra course credit are time consuming, costly, and frustrating. Students who have difficulty with college-level mathematics are faced with having to extend enrollment periods or drop out of college altogether. Previous research has identified four sources of individual differences that impact success in college-level mathematics courses (working memory ability, previous math exposure, math fact automaticity, and degree of inattention). A discriminant function analysis was performed using these four psychoeducational variables to predict membership in three groups that represent varying success in completing the college algebra requirement: (a) the Math 5 group, (b) the Fail Math 10 group, and (c) the Pass Math 10 group. Results indicate that the discriminant functions obtained using the four sources of individual differences do not significantly predict group membership. Post-hoc analyses intended to increase the researcher's understanding of the pathway groups and predictor variables reveal promising results for future research using working memory and math exposure measures. |
