Recently, enrollment in college precalculus, a crucial prerequisite course for STEM majors progressing to calculus, has increased significantly (Kamil et al., 2024). However, the low success rates in these foundational courses often hinder students' progression in their chosen STEM major pathway. At our institution, we identified similar challenges and embarked on an initiative to enhance students’ engagement and confidence in mathematics classes. Research shows that students who are actively engaged and motivated in their learning process show higher levels of confidence which leads to improved academic performance (Fredricks et al., 2004; Freeman et al., 2014). To attain this goal, our team transformed our precalculus curriculum from a traditional lecture-based approach to a student-centered approach. This effort was supported by an Affordable Learning Georgia Grant (https://www.affordablelearninggeorgia.org/), allowing us to create accessible online resources, incorporating active learning in a blended instructional model with the aim of deepening student engagement and comprehension. To assess the impact of these changes on student academic performance and attitudes toward mathematics, we conducted a case study involving six precalculus sections in fall 2022. The purpose of this study was to enhance students’ success and investigate how active learning influences students’ attitudes and confidence levels in mathematics. Qualitative and quantitative data were collected through surveys developed by our research team. Data analysis revealed significant improvements in students' confidence levels and enthusiasm for mathematics.
