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

汉普顿大学（HU）正在实施一项教育研究调查，以回答以下问题：一种旨在整合金融应用的课程教学新模式是否能显著提高STEM专业学生的微积分成绩？以财务为导向的研究微积分经验（FORCE）项目概述了一项教育研究工作，旨在提高学生在数学和金融知识方面的学习成果。这一努力与2008年由汉普顿南方学院和学校协会重新认证的HU有关？s质量提升计划。关于大学金融知识课程有效性的信息还没有得到充分的检验。一项针对大学生的调查显示，他们希望他们的大学提供财务知识信息，而不是通常的经济援助（Cude等人，2006）。尽管对于金融知识的传授机制还没有达成普遍共识，但最普遍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MAT 151微积分I或MAT 130微积分看门人课程。本研究探讨了金融应用课程教学对学生微积分学习成果和STEM专业保留的影响。这些发现提供了大量证据，证明微积分学业成绩的提高是挽留STEM专业学生的一个重要因素。正在实施和评价一项精心设计的教育研究。混合方法研究范式正在被采用。正在利用体制、教学和个人因素。正在收集有关学生表现的基线调查数据。学生和教师访谈和调查工具将进行。该研究涉及顺序和同时使用定量和定性数据收集和多变量分析技术。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，是一所私立男女同校的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.