This study examined whether help-seeking behaviors among engineering students at a large Midwestern University predicted success in an entry level calculus course. Two hundred and ninety five freshmen engineering students enrolled in an entry level calculus course participated in the study. Bivariate correlation between help-seeking behavior and calculus course grade was statistically significant at alpha =.05. Regression analysis indicated that help-seeking behavior was significant predictor of calculus performance. Implications of this study are also discussed in relationship to student advising.
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