Preparing Students for Calculus

This quantitative study compared the implementation of a problem-based curriculum in precalculus and a modular-style implementation of traditional curriculum in precalculus to the historical instructional methods at a western Tier 2 public university. The goal of the study was to determine if either alternative approach improved student performance in precalculus and better prepared students for success in a calculus sequence. The study used quantitative data collection and analysis. Results indicate students who experienced the problem-based curriculum should be better prepared to learn calculus but mixed results in terms of retention and success in calculus.