Effect of attitude toward pre-entry remedial education programs on post-enrollment academic performance

Abstract

Many Japanese universities offer pre-matriculation remedial education programs that help students avoid difficulties in their studies after entering the university. In addition to on-campus remedial education programs conducted immediately after admission, our university has also implemented programs designed for prospective students identified early that focus on reviewing what students learned in high school. Although a program to strengthen motivation to study was also implemented, indifference toward the importance of studying has increased. Therefore, we investigated how students’ attitudes toward pre-entry remedial education programs affect their grades after entering the university. Our analysis showed that performance after admission was more reflective of students’ attitudes toward active learning than their pre-admission academic ability. This effect was independent of the subject matter addressed in the pre-entry remedial education programs.