Mathematical Preparedness of Foundation Students and Its Impact on Academic Success During University Transition

Abstract

The transition from school to university mathematics is a crucial stage that may have a major effect on individuals' academic achievement. Foundation students may face challenges that impact their performance, with some adapting effectively while others fail due to issues such as mathematics readiness, anxiety, and self-esteem. However, limited studies about foundation programs in Oman have investigated the cumulative effect of these characteristics on students' reported academic achievement. This study utilized a quantitative cross-sectional approach to investigate the links among mathematical readiness, mathematics anxiety, perceived academic support, self-confidence, and their impact on academic accomplishment. Data were gathered from 67 foundation students at the School of Foundation, National University of Science and Technology, through a structured Likert-scale questionnaire. The data were examined using descriptive statistics, correlation analysis, and multiple regression. The results indicated that mathematical preparation and anxiety were not significant predictors of academic achievement, but perceived academic support and self-confidence significantly positively influenced academic performance. These findings underscore the necessity of enhancing student confidence and delivering appropriate academic assistance during the transition to university.