Abstract

This study investigates different factors that influence performance in the Elementary Linear Algebra (ELA) course taught at Brigham Young University. These factors include student characteristics such as true freshman status and college enrollment, and content-specific factors such as how performance on essential topics affects overall performance in the course. To analyze the various research questions posed in the study, I used robust linear mixed effects models with random effects controlling for the hierarchical structure of the data. The statistically significant results from these models indicate that (i) true freshmen perform better than other students on exams and in the ELA course in general; (ii) engineering students receive higher final ELA grades than students enrolled in Computational, Mathematical, and Physical Sciences majors; and (iii) student performance on essential topics is more predictive of overall success on exams and in the course than their performance on all other topics. The results of this study indicate that certain subgroups of students perform better or worse than others in ELA. Further research could investigate the mechanisms that lead to higher performance, leading to recommendations on how to improve general student performance in the course.

Degree

College and Department

Mathematics; Computational, Mathematical, and Physical Sciences

Rights

https://lib.byu.edu/about/copyright/