Keywords
college readiness, corequisite and dual enrollment, mathematics, COVID-19
Abstract
This study examines the effectiveness of corequisite and dual enrollment models in supporting student success in Survey of Mathematics, a general mathematics course for non-STEM students at Worcester State University. Over a ten-year period (2014–2024), three course models--traditional, corequisite, and dual enrollment--were analyzed to examine student performance, passing rates, and grade distributions. The study also explores the impact of the COVID-19 pandemic on these outcomes by comparing pre-pandemic, pandemic, and post-pandemic performance trends. The findings show that the corequisite model has student success rates comparable to those in the dual enrollment model, even as pandemic-related disruptions temporarily increased passing rates. Post-pandemic results, however, show a decline in overall student performance, suggesting a need for additional academic support and targeted remediation strategies. This study provides evidence to help refine corequisite and dual enrollment models and support student success in general education mathematics courses.
DOI
https://doi.org/10.5038/1936-4660.20.1.1532
Recommended Citation
To, Hansun, Jason Hardin, and Eileen B. Perez. "Exploring Student Success in Corequisite and Dual Enrollment: A Ten-Year Study of a Liberal Arts Mathematics Course." Numeracy 20, Iss. 1 (2027): Article 1. DOI: https://doi.org/10.5038/1936-4660.20.1.1532
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons
