Discipline: Mathematics & Statistics
Subcategory: STEM Science and Mathematics Education
Guoqing Tang - North Carolina A&T State University
Co-Author(s): Kathy Cousins-Cooper , Department of Mathematics, North Carolina A&T State University; Seongtae Ty Kim , Department of Mathematics, North Carolina A&T State Universiy; Rajah Varatharajah, Department of Computer Science North Carolina A&T State Universit; Dawn X. Henderson , University of North Carolina at Chapel Hill ; Nicholas Luke , Department of Computer Science , North Carolina A&T State University ; Stacey Zimmerman , Department of Computer Science, North Carolina A&T State University ; Katrina Nelson, Department of Computer Science , North Carolina A&T State University ; Barbara Tankersley , Department of Computer Science , North Carolina A&T State University
In this poster presentation we will present project design and implementation progress on our NSF HBCU-UP BPR project entitled, “Effects of Innovative Mathematics Instruction Methods on Student Attitude, Self-Efficacy, Effort and Performance.” The overarching goal of this BPR study is to conduct a research study to examine the mutual effects of the two student-centered teaching methods and self-actualization encompassing student attitude, self-efficacy, and effort, which allows a deeper understanding of students’ growth mindset toward mathematics courses. The research questions for this study are: (1) What is the impact of the Math Emporium model implemented in Precalculus College Algebra I/II and SCALE-UP model implemented in Calculus I on student attitude, self-efficacy, effort towards math and math-related tasks, and performance? (2) Is there any association and/or causal relationship among attitude, self-efficacy, effort towards math and math-related tasks, and performance? and (3) How do the attitude, self-efficacy, effort towards math and math-related tasks, and performance in Precalculus College Algebra I/II and Calculus I, respectively, affect these same attributes in the sequence course of Calculus I and Calculus II? The conceptual framework of this study embeds its theory of change in theories of attribution, motivation, and self-efficacy. The project employs a mixed-method pre-post test design in which a combination of both qualitative and quantitative indicators is used to answer project research study as well as short-term and long-term outcome questions. The proposed mixed methods design uses an integrating approach of analyzing both quantitative and qualitative data to investigate the extent to which the Math Emporium and SCALE UP increase students’ favorable attitudes towards math, self-efficacy, time on math tasks (effort), and academic achievement. Particularly, the mixed methods design intends to explicate two latent constructs, students’ attitudes towards math and self-efficacy beliefs about their ability to learn and master math and math-related tasks. The BPR research study findings will make a critical contribution to the knowledge base about the effects of innovative math instruction methods on student attitude, self-efficacy, effort and academic performance in gatekeeper math courses at an HBCU.
Funder Acknowledgement(s): This work is supported by the National Science Foundation under Grant HRD-1818710.
Faculty Advisor: None Listed,