Mathematics Competency as a Predictor for Success in an Introductory
Economics Course
Patricia Lamphere jordan
Oklahoma State
University
Lampher@okstate.edu
Student success as measured by final grade
average in introductory economics courses can be influenced by a multiplicity
of factors. In an attempt to establish a profile of the “successful” student
and the characteristics which may support this success, research has focused on
one of three themes: (a) characteristics of the economics courses, (b) academic
abilities of the students, or (c) the social and economic backgrounds of the
students. This study focused on the
academic abilities of the students.
Though economics frequently deals with numerical data and data
relationships, not all material is explicitly mathematical in its original
formulation. However, the emphasis on mathematics may be a deterrent to
students’ success in an introductory economics course. Knowledge of
mathematical concepts in the areas of functions, basic algebraic reasoning, discrete,
statistics, and fundamental calculus seem to support student success in
introductory economics courses. An important conclusion from previous research
supports the premise of the current study:
A measure of basic mathematics skills thought to be aligned with
introductory and advanced algebra skills may be a better regressor than
knowledge of calculus on final grades in an introductory economics course.
The subjects of this study were 34 students
enrolled in two sections of a course in Introduction to Microeconomics at a
small university in the southwest. Each student was tested on the first day of
class. The test covered topics of
algebra included interpretation of graphs, solving linear equations, computing
descriptive statistics (mean, median, mode), and graphing linear equations.
Course grades were based on exam scores (10% for each mid-term and 17% for the
final exam), homework assignments, exercises, and laboratory performance.
Student performance on the multiple choice portion of the tests, both
individually and collectively, and the final course grade were considered as
measures of student success.
Student performance on all instruments (pretest
and exams) were significantly positively correlated with each other. Pearson Correlation Coefficients were
computed. The pretest and Test 1 were significant at 0.0042, with Test 2 at
0.0068, with Test 3 at 0.0006, and with the final grade at 0.0025. Thus the Mathematics pretest was a
significant predictor of success as measured by the final grade. Passing the
Mathematics Pretest also contributed more to the students’ success than did
characteristics of previous economics courses or the number and types of
mathematics courses taken either in high school or college.
Results of this study indicate that the
Mathematics Pretest has an important role to play in determining which students
will be successful in an introductory economics course. With that as a focus,
future research should provide avenues for students to enhance their
mathematics skills. With this in mind,
the following recommendations are made: (a) tutorials would be mandatory for
students whose scores are below a pre-established level, (b) review sessions
should be held periodically throughout the term to review important mathematics
concepts directly related to the economics principles being presented, and (c)
review sessions covering the mathematics content would be held prior to each
exam. Having students become aware of the mathematics skills that are required
in an economics course could have positive effects on students’ success and
providing continuous support in mathematics could promote positive attitudes
not only about economics but the relevance and importance about mathematics as
well.