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STEM教育项目参与研究（BPR）的历史黑人高校本科项目（HBCU-UP）支持与STEM本科教育中代表性不足群体的参与和成功相关的新理论驱动模型和创新的开发、实施和研究。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（North Carolina Agricultural and Technical State University）的这个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，提高就读于现有数学课程的本科生的STEM教育质量。该项目旨在作为理解四个构念（学习策略、数学心态、自我调节学习和成绩）之间相互关系的模型，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学科间设计和混合方法方法来检验四个研究问题：(1)在门卫数学课程中整合学习策略指导是否促进了代表性不足的少数民族（URM）学生的数学成长心态？(2)在看门人数学课程中整合学习策略教学是否能促进URM学生的自我调节学习？(3)学生数学成长心态与SRL之间的关联本质是什么？(4)学习策略教学、数学成长心态和SRL是否能预测学生在看门人数学课程中的表现？研究人员将几种基于研究的学习策略纳入五门看门人数学课程，并收集和分析这些数学课程的控制和治疗部分的四个主要构念、学生身份和其他相关变量的定量和定性数据，以回答上述问题。定量分析将包括路径分析、Pearson相关性、双样本假设检验和描述性统计。定性分析将有助于研究人员更好地将定量结果语境化和解释。本计划旨在促进港大学生的数学成长思维和SRL的发展，改善学生在守门员数学课程中的体验和表现，提高学生在STEM课程中的保留率和毕业率，并提高数学教师进行学科教育研究和学术教学的能力。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.