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

教育研究补助金：FORCE（面向财务的微积分研究经验）是否会提高微积分的成绩？

• 批准号: 0928274
• 负责人: Carolyn Morgan
• 金额: $ 56.54万
• 依托单位: Hampton University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0928274&HistoricalAwards=false
• 关键词: Education; Research; Grant; Does; FORCE

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.

汉普顿大学（HU）正在实施一项教育研究调查，以回答这个问题：一个拟议的新的课程教学模式，重点是金融应用的整合，显着提高成就微积分的STEM专业？财务导向研究微积分经验（FORCE）项目概述了教育研究工作，以提高学生在数学和金融知识的学习成果。这一努力是与胡2008年重申认证的南方协会的学院和学校，汉普顿？关于大学一级金融知识普及计划的有效性的信息还没有得到充分的检验。一项对大学生的调查显示，他们希望他们的大学在经济援助的正常重点之外提供金融知识信息（Cude等人，2006年）。尽管对于金融知识的传授机制没有达成普遍共识，但最常见的要求是在大一开始开始金融知识。此外，学生们还建议建立一个金融扫盲中心，举办学生工作坊、研讨会，甚至将金融教育纳入大学必修课程。汉普顿的大多数STEM专业学生都需要参加该专业的MAT 151微积分I或MAT 130微积分守门人课程。本研究调查的课程教学的影响，侧重于金融应用对学生的学习成果在微积分和保留的STEM专业。这些发现有助于证明微积分学业成绩的提高是STEM专业保留的重要因素。一项精心设计的教育研究正在实施和评估。混合方法的研究范式正在使用。正在利用机构、教学和个人因素。正在收集关于学生成绩的基线调查数据。学生和教师的采访和调查工具将进行。该研究涉及定量和定性数据收集和多变量分析技术的顺序和同时使用。数据分析技术包括图形显示、描述性总结、列联表分析、单因素和双因素方差分析以及配对数据比较。汉普顿大学，成立于1868年，是HBCU，私人捐赠，男女同校，高等教育的非教派机构。