Broadening Participation Research Project: Effects of Integrating Learning-Strategy Instruction within Math Courses on Student Math Mindset, Self-Regulated Learning and Performance

通过扩大参与研究（BPR）在STEM教育项目中的历史黑人学院和大学本科生计划（HBCU-UP）支持开发，实施和研究与STEM本科教育中代表性不足的群体的参与和成功相关的新理论驱动的模型和创新。预计该奖项将进一步提高教师的研究能力，并改善STEM教育和劳动力中代表性不足群体的招聘、保留和成功。北卡罗来纳州农业技术州立大学的项目旨在通过整合基于证据的认知、元认知和管理学习策略，提高现有数学课程的本科生STEM教育质量。该项目旨在作为理解四个结构之间相互关系的模型（学习策略、数学思维、自我调节学习和成绩），同时考虑到学生的种族、性别和数学身份。该项目将使用重复测量的受试间设计和混合方法来检查四个研究问题：（1）在守门数学课程中整合学习策略指导是否会促进代表性不足的少数民族（URM）学生的数学成长心态？(2)将学习策略指导融入守门人数学课程是否能促进URM学生的自我调节学习？(3)学生数学成长心态与自主学习之间的关系是什么？（4）学习策略指导、数学成长心态和自我学习能力是否能预测学生在守门数学课程中的表现？研究人员将把几种基于研究的学习策略纳入五门守门数学课程，并收集和分析这些数学课程控制和治疗部分的四个主要结构，学生身份和其他协变量的定量和定性数据，以回答上述问题。定量分析包括路径分析、皮尔逊相关系数、双样本假设检验和描述性统计。定性分析将有助于研究者更好地理解和解释定量结果。该项目预计将促进URM学生的数学成长心态和SRL的发展，提高学生在守门数学课程中的经验和表现，提高学生在STEM中的保留率和毕业率，并提高数学教师的能力，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学术价值和更广泛的影响评审标准。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Broadening Participation Research (BPR) in STEM Education projects supports the development, implementation, and study of new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. It is expected that the award will further the faculty member's research capability, as well as improve the recruitment, retention, and success of underrepresented groups in STEM education and the workforce. The project at North Carolina Agricultural & Technical State University seeks enhance the quality of STEM education for undergraduate students enrolled in existing math courses by integrating evidence-based cognitive, metacognitive and management learning strategies. The project aims to serve as a model for understanding the interrelationships between four constructs (learning strategies, math mindset, self-regulated learning, and performance) while accounting for the students’ racial, gender and math identity.The project will use a repeated measures between-subjects design and a mixed-methods approach to examine four research questions: (1) Does integrating learning-strategy instruction within gate-keeper math courses promote math growth mindset among underrepresented minority (URM) students? (2) Does integrating learning-strategy instruction within gate-keeper math courses promote self-regulated learning (SRL) among URM students? (3) What is the nature of association between students’ math growth mindset and SRL? and (4) Does learning-strategy instruction, math growth mindset, and SRL predict students’ performance in gate-keeper math courses? The researchers will incorporate several research-based learning strategies into five gate-keeper math courses and collect and analyze quantitative and qualitative data on the four main constructs, students’ identity, and other covariates in control and treatment sections of these math courses to answer the above questions. The quantitative analyses will include Path Analysis, Pearson correlations, two-sample hypothesis tests and descriptive statistics. The qualitative analyses will help the researchers to better contextualize and interpret the quantitative results. The project is expected to foster the development of math growth mindset and SRL among URM students, improve students’ experience and performance in gate-keeper math courses, improve students’ retention and graduation rates in STEM, and enhance the capabilities of math faculty to conduct discipline-based educational research and scholarly teaching.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.