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Autor/inn/en | Worthley, Mary R.; Gloeckner, Gene W.; Kennedy, Paul A. |
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Titel | A Mixed-Methods Explanatory Study of the Failure Rate for Freshman STEM Calculus Students |
Quelle | In: PRIMUS, 26 (2016) 2, S.125-142 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1051-1970 |
DOI | 10.1080/10511970.2015.1067265 |
Schlagwörter | Mixed Methods Research; Calculus; College Freshmen; College Mathematics; Mathematics Instruction; Predictor Variables; Tests; Student Attitudes; Educational Quality; Secondary School Mathematics; High Schools; Questionnaires; Anxiety; Student Evaluation; Self Efficacy; Organization; Learning Strategies; Mathematics Achievement; At Risk Students; Nontraditional Students; Time; Majors (Students); STEM Education; Student Placement; Failure; Colorado; Motivated Strategies for Learning Questionnaire Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Studienanfänger; Mathematics lessons; Mathematikunterricht; Prädiktor; Examination; Prüfung; Examen; Schülerverhalten; Quality of education; Bildungsqualität; High school; Oberschule; Fragebogen; Angst; Schulnote; Studentische Bewertung; Self-efficacy; Selbstwirksamkeit; Organisation; Organisationsstruktur; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zeit; STEM; Schülerpraktikum |
Abstract | In this study we aimed to understand who was struggling in freshman calculus courses, and why. Concentrating on the Fall sections of the class, the best predictors for success (R[superscript 2] = 0.4) were placement test results, the student's own appraisal of the quality of mathematics teaching they received in high school, and the Motivated Strategies for Learning Questionnaire constructs that measure test anxiety, self-efficacy, and organization. However, the ability to accurately predict whether a student would fail was very low. Three groups of students of interest were identified: those yet to declare their major, non-traditional students, and, curiously, students who choose to enroll in the 10 a.m. section. (As Provided). |
Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |