Effect of students' engagement with Calculus I on students' success
| dc.contributor.author | Oshkai, Svetlana | |
| dc.contributor.supervisor | Francis-Pelton, Leslee | |
| dc.contributor.supervisor | Milford, Todd | |
| dc.date.accessioned | 2025-02-05T20:23:07Z | |
| dc.date.available | 2025-02-05T20:23:07Z | |
| dc.date.issued | 2025 | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Doctor of Philosophy PhD | |
| dc.description.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 statistical 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. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/21060 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | Engagement | |
| dc.subject | Calculus | |
| dc.subject | Students | |
| dc.subject | Success | |
| dc.subject | University | |
| dc.subject | Mathematics | |
| dc.subject | Education | |
| dc.subject | Learning | |
| dc.subject | Behavioral | |
| dc.title | Effect of students' engagement with Calculus I on students' success | |
| dc.type | Thesis |