Broadening Participation Research Project: Effects of Innovative Mathematics Instruction Methods on Student Attitude, Self-efficacy, Effort and Performance

扩大参与研究项目：创新数学教学方法对学生态度、自我效能、努力和表现的影响

• 批准号: 1818710
• 负责人: Guoqing Tang
• 金额: $ 35万
• 依托单位: North Carolina Agricultural & Technical State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-06-01 至 2023-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1818710&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Project; Effects

Researchers at North Carolina A&T State University are examining the mutual effects of the Math Emporium and SCALE-UP models on student learning and performance in gate-keeper mathematics courses. Framed using theories of motivation, self-efficacy, and attribution, the project is grounded by research documenting that an engaging classroom environment and active learning improve student performance. The researchers are interested particularly in exploring how exposure to mathematics instruction models can modify existing psychosocial processes among students in the gate-keeper math courses. The project will contribute to the current knowledge by producing empirical evidence of an intervention that can mitigate a recurring barrier to underrepresented minority student persistence in STEM, i.e., mastery of gatekeeper mathematics courses. The researchers will test two hypotheses: implementing the Math Emporium and SCALE-UP models in pre-calculus and trigonometry courses will positively impact students' attitudes, self-efficacy, and academic performance, and there is a causal relationship among these variables. The project will employ a mixed-method research design and sequential approach to answer the research questions and include approximately 120 treatment subjects and 120 control subjects. The qualitative phase of the project aims to reveal underlying factors that influence cognitive and affective processes and expand theory and current knowledge of practices that have been demonstrated to improve STEM education and persistence. A pre-post-test design will be used to determine students' incoming attitudes and beliefs and the extent to which these change over time in related gate-keeper mathematics courses. The researchers will use a comparison group to document the magnitude of the effect of the intervention on student attitudes, self-efficacy, effort and course outcomes and employ descriptive statistics to characterize categorical and numerical variables. Focus group sessions will be transcribed and coded for significant statements and emergent themes, and textual and categorical data analysis will be conducted using text mining tools. The research results are expected to not only improve student success in gatekeeper mathematics courses but also to increase underrepresented student retention in STEM broadly.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

北卡罗来纳州AT州立大学的研究人员正在研究数学商场和SCALE-UP模型对学生学习和守门数学课程表现的相互影响。该项目以动机、自我效能和归因理论为框架，以研究记录为基础，记录了一个引人入胜的课堂环境和主动学习可以提高学生的成绩。研究人员特别感兴趣的是探索接触数学教学模型如何改变守门数学课程学生现有的心理社会过程。该项目将通过产生干预措施的经验证据来促进当前的知识，这种干预措施可以减轻代表性不足的少数民族学生坚持STEM的经常性障碍，即，掌握守门数学课程。 研究人员将测试两个假设：在微积分和三角学课程中实施数学商场和SCALE-UP模型将对学生的态度，自我效能感和学习成绩产生积极影响，并且这些变量之间存在因果关系。该项目将采用混合方法研究设计和序贯方法来回答研究问题，包括约120名治疗受试者和120名对照受试者。 该项目的定性阶段旨在揭示影响认知和情感过程的潜在因素，并扩展已被证明可以改善STEM教育和持久性的实践理论和现有知识。一个前后测试的设计将被用来确定学生的传入的态度和信念，以及在何种程度上这些变化随着时间的推移，在相关的看门人数学课程。研究人员将使用一个比较组来记录干预对学生态度，自我效能，努力和课程成果的影响程度，并采用描述性统计来描述分类和数值变量。焦点小组会议将被转录和编码的重要声明和紧急主题，文本和分类数据分析将使用文本挖掘工具进行。该研究成果不仅有望提高学生在守门数学课程中的成功率，还有望广泛提高STEM中代表性不足的学生的保留率。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

SCALE-UP Instructional Redesign of a Calculus Course at an HBCU

HBCU 微积分课程的扩展教学重新设计

• DOI: 10.31686/ijier.vol7.iss1.1279
• 发表时间: 2019
• 期刊: International journal for innovation education and research
• 作者: Varatharajah, Paramanathan;Clemence-Mkhope, D.P.;Oldham, Janis M.;Tankersley, Barbara;Kim, Seong-Tae;Clemence-Mkhope, Belinda G.;Cousins-Cooper, Kathy;Park, Choongseok
• 通讯作者: Park, Choongseok