Abstract
Improving STEM retention is a major focus of universities and studies have shown calculus to be a barrier for STEM intending students. Prior to this study, local data indicated students did not pursue STEM fields because they were not passing calculus. The goal of this study is to report on factors related to student success in first-semester calculus. In particular, taking into account incoming math aptitude, the relationship between final grades and self-reported self-regulatory aptitudes were examined. Self-regulatory aptitudes include self-reported measures of motivational orientations and use of learning strategies. Results indicate self-regulatory aptitudes predict final grades above and beyond math aptitude. In this study, math aptitude alone predicted 32% of variance in students’ final calculus grades. However, adding in measures of self-regulation, the model was able to predict 48% of variance. In addition, measures of self-regulation differed amongst high and under achievers as well as low and over achievers. This indicates self-regulation plays a role in student success. Furthermore, gender differences were present in measures of self-regulation which may be of importance for improving retention of women in STEM.
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Notes
DFW rate is the percent of students who received a grade of D, F, or Withdraw on their transcript.
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Acknowledgements
I would like to acknowledge The Ohio State University Calculus Design Team, as this study is part of a larger effort to better understand our calculus students and how to best support them.
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Johns, C. Self-Regulation in First-Semester Calculus. Int. J. Res. Undergrad. Math. Ed. 6, 404–420 (2020). https://doi.org/10.1007/s40753-020-00114-9
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DOI: https://doi.org/10.1007/s40753-020-00114-9