Factors influencing management student performance in mathematics courses
Sonner, Brian C.
Finnerty, John Dudley
Smith, Rodney Ellwood
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Students admitted to the eighteen month Administrative Sciences Curriculum at the Naval Postgraduate School are automatically enrolled in a series of three mathematics courses: differential calculus, integral calculus, and matrix algebra. Students entering the program have diverse academic backgrounds, some having had extensive training in mathematics and related subjects and others having had very little previous work in mathematics. A student who already has the necessary background may attempt to validate the courses through examination, but there is presently no effective transcript review process to facilitate validation. Nor is there any formal process for placing students in mathematics courses on the basis of their ability and previous training. This study analyzes the factors influencing student performance in these three mathematics courses. Validation guidelines are presented for two of the courses, and a procedure for establishing validation guidelines which could easily be applied to other courses and to other curricula is described. Recommendations for changes in the mathematics program for management students conclude the paper.
NPS Report NumberNPS-53F175011
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