Mathematics abilities as the key to successfully completing an engineering major: an analysis of a remedial mathematics course

Mathematics underpreparedness is a major contributor to poor performance and attrition in engineering education, yet evidence from underrepresented STEM contexts remains scarce. This study examines the impact of a remedial mathematics course on first-year engineering students' differential calculus performance at a university in northern Mexico. Using an explanatory sequential mixed methods design, quantitative data from 776 students (368 participants) were analysed through inferential statistics and regression models, followed by interviews with 18 students. Participants achieved higher calculus grades and lower failure rates than non-participants, with comparable effects across gender. Regression analyses showed that prior mathematics readiness and remedial course performance predicted calculus success. Qualitative findings revealed increased self-efficacy, reduced mathematics anxiety and smoother academic transition. Grounded in self-efficacy and mathematics anxiety frameworks, the study shows that strengthening foundational mathematics skills supports academic resilience and retention, offering evidence-based guidance for curriculum design and student support in engineering education.