Order to search for designs that have a significant

order to search for designs that have a significant impact on student
success, and consideration should be given to a study of intrinsic and
extrinsic factors that affect student success. Finally, further study
should be done to determine why certain topics are difficult and at
what point in student understanding a barrier is hit. In separate
studies, Habre & Abboud ( 2006 ) and Rowland & Jovanoski ( 2004 )
found that calculus students had difficulty with the concept of rate of
change. Because both students and instructors in this study also
identified related rates as a topic of difficulty, it is recommended as a
focus for future study and for any calculus instructor wanting to
begin a course redesign.
LAURA J. PYZDROWSKI ET AL.
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ONCLUSION
The research conducted in this study provides an updated snapshot of
the challenges faced by a specific set of students in general calculus
courses and validates findings outlined in the review of literature. In
addition, results further the field by demonstrating that placement
tests and attitude inventories in combination are accurate indicators of
successful completion of calculus. It is important for there to be a
reliable placement system used so that students are guided into
appropriate mathematics courses. Appropriate placement and student
advising will address issues associated with inadequate or forgotten
background content knowledge and can impact, in a positive way,
students ’ attitudes and success in a course.
The teaching strategies outlined in the discussion (i.e. encouraging
the use of meta-cognition, incorporating more conceptual questions
into class discussions, and setting up opportunities for study groups
and recitations) provide avenues that affect students ’ attitudes and
hence their course performance. In addition, instructors should stress
to students the importance of attending class, asking questions, and
seeking help during office hours. Teachers often offer a quick, but
meaningful review of algebra and trigonometry at the beginning of a
calculus course. That action seems justified because both students and
teachers in this study communicated the importance of a strong
background in algebra and trigonometry for success in calculus.
However, as a response to the lack of pre-requisite content
knowledge, the Engineering Department plans to implement an
online, voluntary review program prior to the beginning of the fall
semester and the Mathematics Department has implemented a “ just in
time ” version of calculus such that algebra and trigonometry review
is conducted when needed in a now two-semester long introductory
course. Research on the impact of these models is underway.
Student attitude had the strongest correlation with student performance,
but these attitudes are influenced not only by previous student
experiences and preparation but by underlying psychosocial variables.
Students with the confidence to implement student-success strategies tend
to be successful. Teachers, therefore, should find ways to build students ’
confidence within the course as well as skills. And it is important to
motivate students to complete homework with conceptual understanding.