ERIC Number: EJ1091596
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
A Mixed-Methods Explanatory Study of the Failure Rate for Freshman STEM Calculus Students
Worthley, Mary R.; Gloeckner, Gene W.; Kennedy, Paul A.
PRIMUS, v26 n2 p125-142 2016
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: Colorado
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire