Boosting Retention and Success in Introductory Physics Courses Through Math Assessment and Concurrent Remediation

In introductory undergraduate physics courses, math is crucial to student success. Students come into these classes with diverse math backgrounds making it difficult to parse whether they are strugling with the physics concepts, the underlying math, or both. In order to establish a baseline for math skills, an assessment test was designed covering algebra, geometry, trigonometry, and calculus and given to students in the beginning of their first semester of introductory physics. The following year this same test was given, but then followed up with resources (videos and worksheets) to improve mathematical skills in areas of the test where they received low scores. The course content and instructor were kept the same. Both years 70-75% of the class recieved low scores in at least one subject. Students who were given additional math resources experienced better retention (16% dropped the course versus 26%) and the students who did not drop had better success (79% passed the course with a C or better versus 73%). This initial success has prompted the design of a more comprehensive study to identify how math weaknesses can be moderated with early interventions to increase success in these introductory courses.