Online and Handwritten Homework in Calculus for STEM Majors

2018 ◽  
Vol 57 (6) ◽  
pp. 1513-1533 ◽  
Author(s):  
Lawrence Smolinsky ◽  
Gestur Olafsson ◽  
Brian D. Marx ◽  
Gaomin Wang
Keyword(s):  
Online Homework ◽  
Stem Majors ◽  
Math Scores ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Stem Students ◽  
And Mathematics ◽  
Assessment Questions ◽  
Large Sections

Calculus is an essential intellectual gateway and initiation in the education of science, technology, engineering, and mathematics (STEM) students. In this study, graded online computer homework was compared with graded handwritten homework in second-semester calculus for STEM students. Previous calculus studies excluded STEM students or compared graded online computer homework with ungraded uncollected handwritten homework. Two large sections and two small sections of Calculus II were studied using a quasi-experimental design. Students were given the same lecture by the same instructor for each class. Students were not aware of the type of homework to be assigned when they registered. Online homework sections used WebAssign, which is one of the most widely used textbook and homework systems. The analysis indicates that there was no significant difference in performance between handwritten and online homework. Assessment questions that required graphical answers provided the greatest contrast between handwritten and online homework and were separately evaluated. Controls were included for entering math scores and a socioeconomic indicator. This study does not find any significant difference due to homework type. As a secondary question, the effect of class size is examined.

scholarly journals Computer-Based and Paper-and-Pencil Tests: A Study in Calculus for STEM Majors

2020 ◽  
Vol 58 (7) ◽  
pp. 1256-1278
Author(s):  
Lawrence Smolinsky ◽  
Brian D. Marx ◽  
Gestur Olafsson ◽  
Yanxia A. Ma
Keyword(s):  
Due Dates ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Science Technology ◽  
Use Of Technology ◽  
Quasi Experimental ◽  
Computer Based ◽  
Computer Based Testing ◽  
Paper And Pencil ◽  
And Mathematics

Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for science, technology, engineering, and mathematics majors using different testing modes. Three sections with 324 students employed: paper-and-pencil testing, computer-based testing, and both. Computer tests gave immediate feedback and allowed multiple submissions and pooling. Paper-and-pencil tests (PPTs) required work and explanation allowing inspection of high cognitive demand tasks. Each test mode used the strength of its method. Students were given the same lecture by the same instructor on the same day and the same homework assignments and due dates. The design is quasi-experimental, but students were not aware of the testing mode at registration. Two basic questions examined were as follows: (a) Do paper-and-pencil and computer-based tests (CBTs) measure knowledge and skill in science, technology, engineering, and mathematics Calculus II in a consistent manner? (b) How does the knowledge and skill gained by students in a fully computer-based Calculus II class compare to students in a class requiring pencil-and-paper tests and hence some paper-and-pencil work. These results indicate that CBTs are as consistent with PPTs as CBTs are with themselves. Results are also consistent with classes using PPTs having slightly better outcomes than fully computer-based classes using only computer assessments.

The impact of fleeting exposure to female exemplars of success in STEM

2020 ◽  
pp. 136843022097547
Author(s):  
Megan K. McCarty ◽  
Janice R. Kelly ◽  
Kipling D. Williams
Keyword(s):  
Self Esteem ◽  
University Campus ◽  
Stem Majors ◽  
Academic Environments ◽  
Science Technology ◽  
Stem Students ◽  
Meaningful Existence ◽  
And Mathematics ◽  
The Impact ◽  
Mixed Gender

Two studies tested the impact of subtle cues that associate masculinity with science, technology, engineering, and mathematics (STEM) success on women’s STEM experiences. Study 1 was a field study conducted in a university campus engineering building where photos of graduating classes were displayed. In Study 2, STEM majors viewed a mock website that depicted either exclusively male or mixed-gender STEM students. Across both studies, women reported greater fundamental need threat—a composite of threats to belonging, self-esteem, control, and meaningful existence—after viewing photos of exclusively male STEM students than did men. This gender effect disappeared when photos included female STEM students. Direct effects of gender and photo condition on career intentions were not observed, but indirect effects were obtained through need threat. Thus, because fleeting exposure to subtle background images associating STEM success with masculinity can negatively impact women’s fundamental needs, cues in academic environments should be carefully considered.

scholarly journals A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities

2021 ◽  
Author(s):  
Aslı Görgülü Arı ◽  
Gülsüm Meço
Keyword(s):  
Teaching Method ◽  
Biology Education ◽  
Education Development ◽  
Effect Relationship ◽  
Science Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Mathematics

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

scholarly journals Students' Attitudes toward the Application of Mobile Augmented Reality in Higher Education

2020 ◽  
Vol 29 (4) ◽  
pp. 535-554
Author(s):  
Ivan Stojšić ◽  
Anđelija Ivkov-Džigurski ◽  
Olja Maričić ◽  
Jelena Stanisavljević ◽  
Jelena Milanković Jovanov ◽  
...  
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Science Technology ◽  
Significant Difference ◽  
Stem Students ◽  
Students Attitudes ◽  
Mobile Ar ◽  
And Mathematics

Virtual (VR) and augmented reality (AR) have emerged from the framework of academic and industrial laboratories and have acquired global attention. Currently, the focus shifted from the technologies themselves to finding adequate teaching and learning applications. In this paper, the students' attitudes toward the application of mobile AR (MAR) in higher education (HE) were researched (with a focus on augmented textbooks). The results showed that the students have a mostly positive attitude, and it is concluded that there was no statistically significant difference between the STEM (science, technology, engineering, and mathematics) and non-STEM students' opinions regarding this topic. Based on the results, the further research and integration of this technology into HE settings can be suggested.

Rethinking Academic Support

2016 ◽  
Vol 20 (4) ◽  
pp. 455-474 ◽  
Author(s):  
Donna Rennar-Potacco ◽  
Anymir Orellana ◽  
Peter Chen ◽  
Andres Salazar
Keyword(s):  
Academic Support ◽  
Mathematics Students ◽  
Final Grade ◽  
Face To Face ◽  
Science Courses ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Mathematics ◽  
The Impact

This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to determine if grade and retention outcomes of students receiving online academic support through videoconferencing were equivalent to outcomes received by students receiving face-to-face academic support and students not receiving academic support. Data from 1,276 students were analyzed and significant differences were found in rate of retention and final grades of “Cs or above” among the three groups. The untutored group had the lowest rate. There was no significant difference in retention or final grade proportions for online and face-to-face groups, providing evidence that synchronous academic support through videoconferencing is as effective as face-to-face academic support.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

scholarly journals Does Latinx Representation Matter for Latinx Student Retention in STEM?

2018 ◽  
Vol 19 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Blanca E. Rincón
Keyword(s):  
Graduate Students ◽  
Student Retention ◽  
Science Technology ◽  
Level Data ◽  
Stem Students ◽  
And Mathematics ◽  
The University ◽  
The Relationship

Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

2020 ◽  
pp. 153819272091836
Author(s):  
Elsa Gonzalez ◽  
Cecilia Contreras Aguirre ◽  
Joenie Myers
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Resilience Theory ◽  
Stem Fields ◽  
Higher Education Institution ◽  
Stem Majors ◽  
Latina Students ◽  
Science Technology ◽  
Tier 1 ◽  
And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

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