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Voluntary math remediation for STEM and economics disciplines – who is attending at all? Evidence from Germany

Voluntary math remediation for STEM and economics disciplines – who is attending at all? Evidence from Germany

Authors :
Büchele, S.
Berndt, S.
Felix, A.
Source :
European Journal of Higher Education; January 2024, Vol. 14 Issue: 1 p60-79, 20p
Publication Year :
2024

Abstract

ABSTRACTMost studies on remedial courses are based on their mandatory attendance. However, changes may have occurred in the attendance policy of developmental math courses since the state of Florida decided to overcome obligatory math remediation for unprepared students. Consequently, researchers have recently started focusing on voluntary math remedial courses. In general, literature that goes back to the 1980s suggests that developmental coursework should be mandatory for unprepared first-year students. Since most universities in the US have always followed these recommendations, hardly any empirical evidence exists for the participation of students in voluntary remediation. Conversely, the remedial education system in Europe and particularly Germany is primarily voluntary. Therefore, this study exploratively examines the participation of students in two optional developmental math courses: a so-called preparatory course and a so-called bridging course. The findings suggest that summer-school-like preparatory courses miss their target group of at-risk students, whereas semester-running bridging courses reach it.

Details

Language :
English
ISSN :
21568235 and 21568243
Volume :
14
Issue :
1
Database :
Supplemental Index
Journal :
European Journal of Higher Education
Publication Type :
Periodical
Accession number :
ejs65448571
Full Text :
https://doi.org/10.1080/21568235.2022.2118148