東華大學圖書館 |

Exploring the Classroom Norms of an Undergraduate Precalculus Course and Their Relationship with Students' Self-Efficacy, Achievement, and Stem Intentions : = A Convergent Mixed-Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Classroom Norms of an Undergraduate Precalculus Course and Their Relationship with Students' Self-Efficacy, Achievement, and Stem Intentions :/
其他題名:	A Convergent Mixed-Methods Study.
作者:	Gruber, Sean.
面頁冊數:	1 online resource (171 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29994755click for full text (PQDT)
ISBN:	9798371968166

Exploring the Classroom Norms of an Undergraduate Precalculus Course and Their Relationship with Students' Self-Efficacy, Achievement, and Stem Intentions : = A Convergent Mixed-Methods Study.
Gruber, Sean.

Exploring the Classroom Norms of an Undergraduate Precalculus Course and Their Relationship with Students' Self-Efficacy, Achievement, and Stem Intentions :A Convergent Mixed-Methods Study. - 1 online resource (171 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2022.

Includes bibliographical references

The number of students pursuing a science, technology, engineering, or mathematics (STEM) degree in the United States has continued to decline over the last two decades. These trends are alarming considering the national focus on providing accessible and quality STEM education to underrepresented students, as well as the fact that the number of STEM careers is projected to continue growing over the next decade. Following the nationwide push to retain students and workers in STEM fields within the United States, educational researchers have attempted to explain what goes on within undergraduate STEM classrooms to explain these trends. In so doing, researchers answer the call to analyze the teaching practices of college STEM instructors, particularly mathematics teachers, with the goal of improving instruction and student outcomes. Researchers generally agree that findings from research in K-12 classrooms on practices that engage students in the learning process, including student-centered learning, may be beneficial to students in undergraduate STEM classrooms.This study followed a convergent mixed-methods design that integrated quantitative and qualitative results in the analytic and results stages. The study utilized survey, interview, and observational data from the Precalculus course offered at Blackboard University (pseudonym) to describe the classroom norms of Precalculus and their predictive power of students' achievement, self-efficacy, and STEM intentions. While evidence suggested some variation by dimensions of teaching considered and the Teaching Assistant (TA) for a discussion section, in general, instructors' perceptions of classroom norms in the large lecture and discussion sections aligned with those of the students. Evidence from participants' survey responses and interview comments suggested that both instructors and students perceived a hybrid of instructor- and student-centered norms in the large lecture and discussion sections, with more instructor-centered norms being perceived in the large lecture and more student-centered norms in the discussion sections.Hierarchical linear modeling was used to explain differences in students' final exam grades, self-efficacy, and STEM intentions, controlling for the discussion sections students were in. Results suggested that students' perceptions of the norms related to the teaching dimension of variation in instruction (e.g., having students explore different solution pathways and representations of problems) in the large lecture predicted an increase in students' final exam grades and self-efficacy. However, norms related to the teaching dimension of instructor-to-student engagement (e.g., the instructor and students engaging with each other through asking and answering questions) in the large lecture predicted a decrease in students' final exam grades. With respect to the discussion sections, norms related to the teaching dimension of instructor-to-student engagement predicted an increase in both students' final exam grades and self-efficacy. None of the variables considered in this study predicted students' STEM intentions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798371968166Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

STEM degreeIndex Terms--Genre/Form:

542853
Electronic books.

Exploring the Classroom Norms of an Undergraduate Precalculus Course and Their Relationship with Students' Self-Efficacy, Achievement, and Stem Intentions : = A Convergent Mixed-Methods Study.
LDR:04591nmm a2200373K 4500 001 2357397
005 20230621091258.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798371968166
035 $a (MiAaPQ)AAI29994755
035 $a AAI29994755
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gruber, Sean. $3 3697928
245 1 0 $a Exploring the Classroom Norms of an Undergraduate Precalculus Course and Their Relationship with Students' Self-Efficacy, Achievement, and Stem Intentions : $b A Convergent Mixed-Methods Study.
264 0 $c 2022
300 $a 1 online resource (171 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
500 $a Advisor: Brantlinger, Andrew.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2022.
504 $a Includes bibliographical references
520 $a The number of students pursuing a science, technology, engineering, or mathematics (STEM) degree in the United States has continued to decline over the last two decades. These trends are alarming considering the national focus on providing accessible and quality STEM education to underrepresented students, as well as the fact that the number of STEM careers is projected to continue growing over the next decade. Following the nationwide push to retain students and workers in STEM fields within the United States, educational researchers have attempted to explain what goes on within undergraduate STEM classrooms to explain these trends. In so doing, researchers answer the call to analyze the teaching practices of college STEM instructors, particularly mathematics teachers, with the goal of improving instruction and student outcomes. Researchers generally agree that findings from research in K-12 classrooms on practices that engage students in the learning process, including student-centered learning, may be beneficial to students in undergraduate STEM classrooms.This study followed a convergent mixed-methods design that integrated quantitative and qualitative results in the analytic and results stages. The study utilized survey, interview, and observational data from the Precalculus course offered at Blackboard University (pseudonym) to describe the classroom norms of Precalculus and their predictive power of students' achievement, self-efficacy, and STEM intentions. While evidence suggested some variation by dimensions of teaching considered and the Teaching Assistant (TA) for a discussion section, in general, instructors' perceptions of classroom norms in the large lecture and discussion sections aligned with those of the students. Evidence from participants' survey responses and interview comments suggested that both instructors and students perceived a hybrid of instructor- and student-centered norms in the large lecture and discussion sections, with more instructor-centered norms being perceived in the large lecture and more student-centered norms in the discussion sections.Hierarchical linear modeling was used to explain differences in students' final exam grades, self-efficacy, and STEM intentions, controlling for the discussion sections students were in. Results suggested that students' perceptions of the norms related to the teaching dimension of variation in instruction (e.g., having students explore different solution pathways and representations of problems) in the large lecture predicted an increase in students' final exam grades and self-efficacy. However, norms related to the teaching dimension of instructor-to-student engagement (e.g., the instructor and students engaging with each other through asking and answering questions) in the large lecture predicted a decrease in students' final exam grades. With respect to the discussion sections, norms related to the teaching dimension of instructor-to-student engagement predicted an increase in both students' final exam grades and self-efficacy. None of the variables considered in this study predicted students' STEM intentions.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 641129
653 $a STEM degree
653 $a Precalculus
653 $a Student outcomes
653 $a Undergradaute
653 $a Self-efficacy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Maryland, College Park. $b Education Policy, and Leadership. $3 1022048
773 0 $t Dissertations Abstracts International $g 84-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29994755 $z click for full text (PQDT)