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Abstract
This study analyzes educational factors which correlate with undergraduate student performance on an assessment in an introductory level mathematics course. Data was collected from a common, comprehensive final exam administered to all sections of precalculus at a university in a particular academic semester. Findings indicate correlations between student field of study, class meeting time, and question concreteness and student performance. The study provides insight into facets of a student's educational environment which correspond to their performance in college-level mathematics courses.