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，以回答以下问题：拟议的新课程教学模型是否重点是财务应用的整合，大大增加了STEM专业的演算成绩？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，以增强学生在数学和金融素养方面的学习成果。这项工作与HU 2008年南方学院协会，汉普顿的质量增强计划重申认证有关。关于大学一级金融素养计划的有效性的信息尚未得到充分检查。对大学生的一项调查显示，他们希望自己的大学在经济援助的正常重点之外提供财务素养信息（Cude等，2006）。尽管关于应交付金融扫盲的机制尚无一般共识，但最常见的要求是在新生期间开始金融识字率。此外，学生还建议开发金融素养中心，学生研讨会，研讨会，甚至包括金融教育在所需的大学课程中。汉普顿的最杰出专业必须参加MAT 151微积分I或MAT 130 Colculus Gatekeeper课程。这项研究调查了专注于财务应用对微积分和STEM专业保留的学生学习成果的影响。这些发现有助于证据表明，积极的学术成就是保留STEM专业的重要因素。正在实施和评估精心设计的教育研究研究。混合方法研究范例正在采用。正在采用机构，教学和个人因素。正在捕获有关学生绩效的基线调查数据。将进行学生和教师访谈和调查工具。该研究涉及定量和定性数据收集和多元分析技术的顺序和同时使用。数据分析技术包括图形显示，描述性摘要，偶性表分析，方差和配对数据比较的单向和双向分析。汉普顿大学成立于1868年，是一家HBCU，私有，共同教育，非副教育机构。