$Surreal image representing the challenges and gender dynamics in college math success.$

Unlock Your Potential: How to Ace College Math and Why Gender Matters

Soraya Malik in Mind & Education August 2025 • 5 min read.

"Discover the surprising factors that predict math success in college and how universities can create fairer opportunities for all students."

For many students, the transition to college-level mathematics can be a daunting challenge. Calculus, in particular, often acts as a critical filter, determining who progresses in science-based fields. But what truly sets students up for success in these crucial courses? Is it simply innate talent, or are there other factors at play? Recent research from Sultan Qaboos University (SQU) in Oman sheds light on this complex issue, revealing surprising insights about the role of high school performance and gender in predicting college math achievement.

Historically, universities have relied on metrics like high school grades and standardized test scores to assess a student's readiness for higher education. However, these traditional measures may not always tell the whole story. Some students who excelled in high school struggle in the more demanding college environment, while others defy expectations and thrive. This study delves into the nuances of these predictive factors, aiming to help universities create fairer and more effective admissions processes.

By examining the performance of students in Calculus I, the study uncovers valuable insights into the interplay between prior academic achievement, gender, and college math success. These findings not only have implications for SQU but also offer broader lessons for universities worldwide seeking to foster a more equitable and supportive learning environment for all students.

Decoding the Math Success Equation: Key Findings from Sultan Qaboos University

Surreal image representing the challenges and gender dynamics in college math success.

Researchers at SQU embarked on a comprehensive study to evaluate the performance of students in Calculus I and to identify the factors that best predict their success. The study focused on a sample of 615 students who enrolled in Calculus I during the spring semester of 2014. The data, extracted from the university's admission and registration database, included students' high school grades, gender, and final Calculus I grades. Using a combination of descriptive and inferential statistical techniques, the researchers uncovered some compelling trends.

One of the most striking findings was the significant difference in high school performance between male and female students entering SQU. The analysis revealed that female students, on average, had higher high school scores than their male counterparts. This suggests that girls in Oman are generally outperforming boys in secondary education, a trend that aligns with global observations of female academic achievement. However, the study also pointed out that many male students with lesser high school scores than girls were successful in getting admission to SQU. This indicates that SQU may be following a gender balance policy when admitting students.

Gender Gap: Female students entered SQU with higher average high school scores.
Performance: Female students outperformed male students in both high school and Calculus I.
Failure Rates: A higher proportion of male students received a failing grade in Calculus I (28% vs. 7%).
Predictors: Gender, high school math score, and overall high school score are significant predictors of Calculus I performance.

The study also highlighted a concerning trend: approximately 30% of the students obtained grades lower than a C in Calculus I, with 20% failing the course altogether. This underscores the challenges many students face in transitioning to college-level mathematics. Further analysis revealed a significant gender disparity in failure rates, with male students being considerably more likely to fail Calculus I than their female peers (28% vs. 7%). This disparity raises important questions about the factors that contribute to male underachievement in mathematics and the need for targeted interventions to support their success.

Leveling the Playing Field: Implications for Universities and Students

The findings of this study have significant implications for universities seeking to create a more equitable and supportive learning environment for all students. By recognizing the influence of both prior academic achievement and gender on college math success, universities can develop more holistic admissions processes and targeted support programs. A minimum admission level of 80% marks in high school final exam, irrespective of gender, could be implemented to improve the overall GPA level of collage Calculus. This may involve implementing strategies to address the gender gap in math performance, such as providing additional tutoring and mentorship opportunities for male students or creating inclusive classroom environments that foster a sense of belonging for all.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.5430/ijhe.v4n2p67, Alternate LINK

Title: Predicting College Math Success: Do High School Performance And Gender Matter? Evidence From Sultan Qaboos University In Oman

Subject: Education

Journal: International Journal of Higher Education

Publisher: Sciedu Press

Authors: M. Mazharul Islam, Asma Al-Ghassani

Published: 2015-03-08

Everything You Need To Know

What are the key factors that predict a student's success in college-level Calculus I, according to the Sultan Qaboos University (SQU) study?

Research from Sultan Qaboos University (SQU) indicates that high school performance, particularly in mathematics, along with gender, are significant predictors of success in Calculus I. The study revealed that female students, on average, enter SQU with higher high school scores, yet a disproportionately higher percentage of male students fail Calculus I. Universities can use this knowledge to refine admissions processes and offer targeted support.

What did the Sultan Qaboos University (SQU) study reveal about student performance and failure rates in Calculus I?

The study at Sultan Qaboos University (SQU) revealed that approximately 30% of students received grades lower than a C in Calculus I, with 20% failing the course. There was a significant gender disparity in failure rates, with male students failing at a considerably higher rate (28%) compared to their female peers (7%).

Based on the findings from Sultan Qaboos University (SQU), what can universities do to create a more equitable and supportive learning environment for math students?

Universities should consider adopting more holistic admissions processes that look beyond standardized test scores and high school grades. The Sultan Qaboos University (SQU) study suggests universities should acknowledge the influence of gender on math performance and provide targeted support programs, such as tutoring and mentorship, to address gender disparities and create inclusive classroom environments.

How does gender influence performance in Calculus I, and what implications does the Sultan Qaboos University (SQU) study have for gender balance admission policies?

A key finding from the Sultan Qaboos University (SQU) research is that female students generally enter with higher high school scores but male students with lesser high school scores were successful in getting admission to SQU. However, male students experienced higher failure rates in Calculus I. This raises questions about the transition from secondary to higher education mathematics and the support systems available to male students. It also highlights the potential impact of gender balance admission policies.

What specific measures can be taken to improve Calculus I grades and reduce failure rates based on the insights from the Sultan Qaboos University (SQU) study?

To improve overall Calculus I grades and address the high failure rates, the Sultan Qaboos University (SQU) study suggests implementing a minimum admission level of 80% marks in the high school final exam, irrespective of gender. This could raise the overall GPA level for Calculus I students. In addition, targeted support programs are necessary to create a more equitable and supportive learning environment.