Education Research Grant: Does FORCE (Financially Oriented Research Calculus Experience) increase achievement in calculus?

汉普顿大学(HU)正在进行一项教育研究调查，以回答这样一个问题：一种拟议的专注于金融应用程序整合的新课程教学模式是否显著提高了STEM专业的微积分成绩？面向金融的研究微积分经验(FORCE)项目概述了一项教育研究努力，以提高学生在数学和金融知识方面的学习成果。这一努力与HU 2008年重申南方学院和学校协会的认证有关，汉普顿-S质量提升计划。关于大学层面金融知识课程有效性的信息尚未得到充分审查。一项针对大学生的调查显示，他们希望自己的大学在正常的资助重点之外提供金融知识知识(Cude et al.，2006)。尽管在教授金融知识的机制上没有达成普遍共识，但最常见的要求是在大一开始学习金融知识。此外，学生们建议建立金融知识中心、学生研讨会、研讨会，甚至将金融教育纳入大学必修课程。汉普顿大多数STEM专业的学生被要求修读微积分I或微积分130课程。本研究探讨以财务应用为重点的课程教学对STEM专业学生微积分学习成绩及留存能力的影响。这一发现有助于证明，微积分学业成就的提高是留住STEM专业的一个重要因素。一项精心设计的教育研究研究正在实施和评估中。正在采用混合方法研究范式。采用了体制、教学和个人因素。关于学生表现的基线调查数据正在收集中。将进行学生和教职员工的访谈和调查工具。这项研究涉及顺序和同时使用定量和定性数据收集以及多变量分析技术。数据分析技术包括图形显示、描述性摘要、列联表分析、单向和双向方差分析以及配对数据比较。汉普顿大学成立于1868年，是一所HBCU，私立、男女同校、非宗派高等教育机构。

Hampton University (HU) is implementing an educational research investigation to answer the question: Does a proposed new model of curricular instruction focused on the integration of financial applications significantly increase achievement in calculus for STEM majors? The Financially Oriented Research Calculus Experience (FORCE) project outlines an education research effort to enhance student learning outcomes in mathematics and financial literacy. This effort is associated with the HU 2008 Reaffirmation of Accreditation by the Southern Association of Colleges and Schools, Hampton?s Quality Enhancement Plan.Information about the effectiveness of financial literacy programs at the college level has not been adequately examined. A survey of college students revealed they wanted their universities to offer financial literacy information outside of the normal focus of financial aid (Cude et al., 2006). Though there was no general consensus regarding the mechanism by which financial literacy should be delivered, the most common request was to begin financial literacy during the freshman year. In addition, students suggested the development of a financial literacy center, student workshops, seminars and even the inclusion of financial education in required college courses.Most STEM majors at Hampton are required to take either the MAT 151 Calculus I or MAT 130 Calculus gatekeeper course for the major. This study investigates the impact of curricular instruction focused on financial applications on student learning outcomes in calculus and retention of STEM majors. The findings contribute to the body of evidence that increased academic achievement in calculus is a significant factor in retention of STEM majors.A carefully designed education research study is being implemented and evaluated. Mixed methods research paradigms is being employed. Institutional, instructional and individual factors is being employed. Baseline survey data on student performance is being captured. Student and faculty interviews and survey instruments will be conducted. The research involves the sequential and simultaneous use of quantitative and qualitative data collection and multivariate analysis techniques. Data analysis techniques includes graphical displays, descriptive summaries, contingency table analysis, one- and two-way analysis of variance and paired data comparisons. Hampton University, founded in 1868, is an HBCU, privately endowed, co-educational, nonsectarian institution of higher education.