Title: A Mixed Methods Study of Precalculus Students' Performance and Reported Course Experiences

Program: Mathematics MS

Committee Chair: Joe Champion

Committee: Joe Champion, Brinley Stringer, Amanda Willoughby

Abstract: This mixed-methods study examines the factors influencing student performance and persistence in introductory Precalculus courses at a large public university. Using a combination of survey data from 264 students and qualitative focus group interviews, the research explores the interplay between prior academic preparation, mathematics self-concept, and instructional practices. Quantitative results indicate that students with prior high school Precalculus experience and higher levels of mathematics enjoyment reported significantly greater class participation and academic success. Qualitative findings identified some student dissatisfaction with highly-coordinated course structures, raising issues such as poor alignment between learning modes, ineffective group activities, and a perceived lack of direct instructor support. The study concludes that while foundational preparation and positive self-belief are strong predictors of success, there are opportunities for institutional efforts to improve the use of pedagogical strategies and student-teacher interactions supporting persistence and confidence in first-year mathematics.