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Abstract
Mathematics is a fundamental pillar for developing problem-solving abilities, fostering logical reasoning, and honing critical thinking skills, all of which are essential for achieving academic success in college and flourishing in personal and professional endeavours. However, the percentage of students dropping out of Science, Technology, Engineering, and Mathematics (STEM) disciplines after unsuccessful completion of a mathematics course has received much attention in recent decades. While grades of ‘B or C or D’ are common in mathematics, students tend to drop out of STEM-related disciplines after earning a C as a final grade. To boost retention and to encourage students to pursue a path in STEM disciplines, this paper introduces a new model in learning mathematics: (1) learning at your own pace with an individualized learning path and (2) combining two consecutive mathematics courses in the same classroom, where students have the flexibility to enroll in one course and do the other based on their progress. Although this model was built for mathematics courses, the changes could be implemented in any discipline with sequential courses. The study is not about an emporium model.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 2, April 2026, Article No: em0261
https://doi.org/10.29333/pr/18187
Publication date: 01 Apr 2026
Online publication date: 24 Mar 2026
Article Views: 19
Article Downloads: 4
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