Readiness and Attitudes as Indicators for Success in College Calculus

Pyzdrowski, Laura J.; Sun, Ye; Curtis, Reagan; Miller, David; Winn, Gary L.; Hensel, Robin

doi:10.1007/s10763-012-9352-1

Cited by 36 publications

(41 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This suggests that, no matter how useful a student perceives numeracy to be, this will have no effect on their actual performance, or their anxiety, supporting the results of e.g. Pyzdrowski, Sun, Curtis, et al (2013).…”

Section: Discussionsupporting

confidence: 56%

See 1 more Smart Citation

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Thompson

Wylie

Mulhern

et al. 2015

Learning and Individual Differences

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 56%

“…Conversely, additional research (e.g. Pyzdrowski, Sun, Curtis, et al 2013) found no links between usefulness (termed 'subject value') and numeracy performance.…”

Section: Motivation Usefulness and Confidencementioning

confidence: 90%

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Thompson

Wylie

Mulhern

et al. 2015

Learning and Individual Differences

View full text Add to dashboard Cite

“…[27][28][29] A variety of effective learning strategies have been derived from research on learning in cognitive science. [30] More recently, Pyzdrowski et al [31] highlight the importance of placement tests and attitude inventories combined as accurate indicators of successful completion of a first calculus class. Students interviewed communicated their need for a review of algebra and trigonometry.…”

Section: Motivation and Learning Strategiesmentioning

confidence: 99%

Predicting performance in a first engineering calculus course: implications for interventions

Hieb

Lyle

Ralston

et al. 2014

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

At the University of Louisville, a large, urban institution in the south-east United States, undergraduate engineering students take their mathematics courses from the school of engineering. In the fall of their freshman year, engineering students take Engineering Analysis I, a calculus-based engineering analysis course. After the first two weeks of the semester, many students end up leaving Engineering Analysis I and moving to a mathematics intervention course. In an effort to retain more students in Engineering Analysis I, the department collaborated with university academic support services to create a summer intervention programme. Students were targeted for the summer programme based on their score on an algebra readiness exam (ARE). In a previous study, the ARE scores were found to be a significant predictor of retention and performance in Engineering Analysis I. This study continues that work, analysing data from students who entered the engineering school in the fall of 2012. The predictive validity of the ARE was verified, and a hierarchical linear regression model was created using math American College Testing (ACT) scores, ARE scores, summer intervention participation, and several metacognitive and motivational factors as measured by subscales of the Motivated Strategies for Learning Questionnaire. In the regression model, ARE score explained an additional 5.1% of the variation in exam performance in Engineering Analysis I beyond math ACT score. Students took the ARE before and after the summer interventions and scores were significantly higher following the intervention. However, intervention participants nonetheless had lower exam scores in Engineering Analysis I. The following factors related to motivation and learning strategies were found to significantly predict exam scores in Engineering Analysis I: time and study environment management, internal goal orientation, and test anxiety. The adjusted R 2 for the full model was 0.42, meaning that the model could explain 42% of the variation in Engineering Analysis I exam scores.

show abstract

“…Although the strength of correlations between students' attitudes about mathematics and their actual mathematical performances has varied over the years, many studies have shown that a college student's positive attitude towards mathematics correlates to higher achievement in mathematics courses [14,18]. Recent examples of such studies include Kim and Hodges's 2013 study of improving attitudes toward mathematics for students in a college algebra course [16]; Hemmings and Kay's 2010 study of secondary school students in a traditional mathematics curriculum [15]; and Pyzdrowski's 2013 study about student indicators for success in entry-level college calculus [22].…”

Section: Relevant Literaturementioning

confidence: 99%

Attitudes and Experiences in Liberal Arts Mathematics

Clinkenbeard¹

2015

jhummath

View full text Add to dashboard Cite

For many university students, the last formal experience in a mathematics classroom is a single semester "general education" mathematics class. Traditionally, students in this type of class often hold negative attitudes towards mathematics. Here I study a sample of students from this population (49 students at a large, urban, comprehensive public university enrolled in a "math for liberal arts majors" course) to research whether a positive experience in a freshman-level general education mathematics course correlates with a positive change in the students' attitude towards mathematics in general. I also explore which specific aspects of such a course contribute most to a positive student experience. The survey results show that while a positive experience in a freshman-level general education mathematics course correlates with positive responses in a student's attitude about several key variable components of attitude (including motivation to do mathematics, perceived usefulness of mathematics, and confidence while doing mathematics), it does not correlate with positive change. The course aspects that most correlate with a positive experience include the teacher/professor, difficulty level of the course, and workload.

show abstract

Readiness and Attitudes as Indicators for Success in College Calculus

Cited by 36 publications

References 18 publications

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Predicting performance in a first engineering calculus course: implications for interventions

Attitudes and Experiences in Liberal Arts Mathematics

Contact Info

Product

Resources

About