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) 正在进行一项教育研究调查，以回答以下问题：拟议的专注于金融应用整合的新课程教学模式是否会显着提高 STEM 专业的微积分成绩？金融导向的研究微积分体验 (FORCE) 项目概述了旨在提高学生数学和金融素养学习成果的教育研究工作。这项工作与 HU 2008 年南方学院和学校协会的认证重申、汉普顿的质量增强计划相关。有关大学级别金融扫盲计划有效性的信息尚未得到充分审查。一项针对大学生的调查显示，他们希望大学在经济援助的正常重点之外提供金融知识信息（Cude 等，2006）。尽管对于提供金融知识的机制尚未达成普遍共识，但最常见的要求是在大学一年级开始进行金融知识普及。此外，学生们建议建立金融知识中心、学生讲习班、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 专业的学生都需要参加 MAT 151 微积分 I 或 MAT 130 微积分看门人课程对于专业。本研究调查了以金融应用为重点的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，表明微积分学术成绩的提高是保留 STEM 专业的一个重要因素。一项精心设计的教育研究正在实施和评估。正在采用混合方法研究范式。制度、教学和个人因素正在被运用。正在收集有关学生表现的基线调查数据。将进行学生和教师访谈和调查工具。该研究涉及顺序和同时使用定量和定性数据收集以及多变量分析技术。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 HBCU、私立、男女同校、无宗派高等教育机构。