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Topic

Effect of Students Engagement with Calculus I on Students Success

Department of Curriculum and Instruction

Date & location

• Wednesday, January 8, 2024

• 9:00 A.M.

• Clearihue Building

• Room B007 and Virtual

Reviewers

Supervisory Committee

• Dr. Leslee Francis-Pelton, Department of Curriculum and Instruction of Victoria (Co-Supervisor)

• Dr. Todd Milford, Department of Curriculum and Instruction, Uvic (Co-Supervisor)

• Dr. Jane Butterfield, Department of Mathematics and Statistics, UVic (Outside Member) 

External Examiner

• Dr. Ellen Watson, Department of Curriculum & Pedagogy, Brandon University 

Chair of Oral Examination

• Dr. Amy Verdun, Department of Political Science, UVic

   

Abstract

The purpose of the study is to analyze the association between students’ engagement in the first-year Calculus courses and students’ success in the concurrent and following Mathematics courses using quantitative and qualitative methods of statis tical analysis. I used Design-based research (DBR) analyzing data collected in Math 100, 109 (Calculus I) and Math 101 (Calculus II) courses in the 2015- 2020 years. The data was collected by the University of Victoria through the anonymized Course Experience Surveys, and by the course instructors through the assignments and assessments.

I describe an approach to a cyclic course design and improvement that should allow instructors and course coordinators to identify desirable area for improvement and gradually increase students’ engagement and satisfaction with the offered courses through sustainable changes.

Quantitative analysis of the data shows that: 1) There exists association of the course grade with the number of attempts on the not-for-grades practice tests; 2) Multiple iterations of communicating the pedagogical intent of the specific course design (based on the existing level of preparedness and existing previous experience with calculus; importance of the Tutorials) to the students is required for the students buy-in; 3) Successful course redesign requires full support and ownership of the course by the entire teaching team (including all instructors and Teaching Assistants) as well as the Administration of the University. This thesis ends with recommendations to the students and the instructors related to positive outcomes in first-year Calculus courses through increased engagement.