Preparing for University - An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses

Oct 15, 2026

Report on the impact of preparatory education on first-year science grades at two Ontario-based universities, examining how high-school and university-level preparatory courses relate to subsequent university performance. The study applies analytic methods and visualization-based strategies to describe who takes these courses and how they affect learning outcomes. Findings support the usefulness of preparatory education and recommend that institutions continue offering supplementary courses as scaffolding for undergraduate students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

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The Canadian Journal for the Scholarship of Teaching and Learning | Volume 10 | Issue 1 | Article 10 | | --- | --- | Spring 5-31-2019 Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses Matthew Sigal Simon Fraser University, [msigal@sfu.ca](msigal@sfu.ca)[ ](msigal@sfu.ca)Shoshanah Jacobs University of Guelph, [sjacob04@uoguelph.ca](sjacob04@uoguelph.ca) Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca) [https://doi.org/10.5206/cjsotl-rcacea.2019.1.7996](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7996) Recommended Citation Sigal, M., & Jacobs, S. (2019). Preparing for university: An applied analysis on the efficacy of 4U and university level preparatory STEM courses. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). [https://doi.org/10.5206/cjsotl-rcacea.2019.1.7996](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7996) Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses Abstract The following report addresses the impact of preparatory education on first year science grades at two Ontario-based universities. Specifically, the impact of high school and university level preparatory courses on their respective first year university grades will be addressed. A variety of analytic and visualization-based strategies will be employed to outline a narrative about who is taking such courses, and the impact of these courses on student learning. Overall, conclusions point to the usefulness of preparatory education, and for institutions to continue to provide supplementary courses as scaffolding for undergraduate students. Le rapport qui suit traite de l’impact de la formation préparatoire sur les notes des étudiants en sciences de première année dans deux universités de l’Ontario. En particulier, il s’agira d’examiner l’impact des cours préparatoires aux niveaux secondaire et universitaire sur les notes obtenues en première année à l’université. Diverses stratégies analytiques et de visualisation seront employées pour brosser les grandes lignes afin d’expliquer qui sont ceux qui suivent de tels cours et l’impact deces cours sur l’apprentissage des étudiants. D’une manière générale, les conclusions indiquent que la formation préparatoire est utile et préconisent que les établissements continuent à offrir des cours supplémentaires qui serviront de point de départ aux étudiants de premier cycle. Keywords preparatory education, regression, visualization, introductory science Cover Page Footnote Thank you to Dr. Michael Friendly, Dr. Hugh McCague, and Dr. Colin Montpetit for their insight and aid in this analysis. The support of the administrations of both the University of Guelph and the University of Ottawa are much appreciated. This study was initiated after a departmental undergraduate curriculum committee meeting where members were charged with determining whether to revise the first-year prerequisites for physics courses. This research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning: [https://doi.org/10.5206/cjsotl-rcacea.2019.1.7996](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7996) Upon registering in many undergraduate programs, students are required to take a series of courses that are considered foundational to their success during their degree. For most science diplomas, these courses include introductory biology, chemistry, and physics. To help students prepare for these courses, the Ontario Ministry of Education (2000, 2008) has implemented a series of preparatory courses at the high school level, designated the “4U” or“fourth year of secondary school in preparation for university stream” curriculum. This program provides support for the aforementioned courses, with the goal of aiding students in their transition to university level re

FAQs

What topic does the report investigate?

The report investigates how preparatory education influences students’ first-year science grades at two Ontario universities.

What comparison is made in the study?

It compares first-year performance for students who took preparatory courses in high school versus those who took preparatory courses at the university level, across biology, chemistry, and physics.

What is the goal of continuing supplementary preparatory courses?

The conclusions indicate that institutions should continue providing supplementary courses as scaffolding to support undergraduate learning and transition to university requirements.

Oct 15, 2026

Uploaded by Anna Hans