Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models
1
Abu Dhabi University, Abu Dhabi, UAE
Publication date: 2023-01-01
EURASIA J. Math., Sci Tech. Ed 2023;19(1):em2209
KEYWORDS
ABSTRACT
This research aims at improving students’ motivation for success in calculus courses at higher
education institutions by developing two models. The first model is developed to promote
students’ intrinsic motivation. The second model is integrated with the first model to improve
students’ intrinsic and extrinsic motivation. A mixed research methodology is used, which includes
153 students in calculus courses at three universities in the United Arab Emirates. The qualitative
results of 15 interviews are divided into three themes including students’ motivation for success
in calculus, their mathematics self-concept, and other supporting elements. The regression
analysis shows that 72.5% of the variation in students’ intrinsic motivation for success in calculus
is explained by five variables in model I and 98.5% of the variation in their intrinsic and extrinsic
motivation is explained by three variables in model II. The findings of this study can be utilized by
higher education institutions that offer calculus courses.
REFERENCES (46)
1.
Afgani, M. W., Suryadi, D., & Dahlan, J. A. (2019). Undergraduate students self-concept and their mathematics procedural knowledge: The relationship. Infinity Journal, 8(1), 99-108. https://doi.org/10.22460/infin....
2.
Al Rawashdeh, A., Syam, M., & Serhan, D. (2020). Transitioning from face-to-face to online learning: Students’ achievements and perceptions of learning calculus during COVID-19 pandemic. In I. Sahin, & M. Shelley (Eds.), Educational practices during the COVID-19 viral outbreak: International perspectives (pp. 221-238). ISTES Organization.
3.
Ayebo, A., & Mrutu, A. (2019). An exploration of calculus students’ beliefs about mathematics. International Electronic Journal of Mathematics Education, 14(2), 385-392. https://doi.org/10.29333/iejme....
4.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. https://doi.org/10.1023/A:1021....
5.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. https://doi.org/10.1007/978-1-....
6.
Easey, M., & Gleeson, J. (2016). The relevance of mathematics: Leaders and teachers as gatekeeper for Queensland senior calculus mathematics [Paper presentation]. Annual Meeting of the Mathematics Education Research Group of Australasia.
7.
Erdogan, F., & Sengul, S. (2014). A study on the elementary school students’ mathematics self-concept. Procedia-Social and Behavioral Sciences, 152, 596-601. https://doi.org/10.1016/j.sbsp....
8.
Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252-259. https://doi.org/10.1016/j.lind....
9.
Gottfried, M., Owens, A., Williams, D., Kim, H. Y., & Musto, M. (2017). Friends and family: A literature review on how high school social groups influence advanced math and science course taking. Education Policy Analysis Archives, 25, 62-62. https://doi.org/10.14507/epaa.....
10.
Hagman, J. E., Johnson, E., & Fosdick, B. K. (2017). Factors contributing to students and instructors experiencing a lack of time in college calculus. International Journal of STEM Education, 4(1), 1-15. https://doi.org/10.1186/s40594....
11.
Hammoudi, M. M. (2019). Predictive factors of students’ motivation to succeed in introductory mathematics courses: evidence from higher education in the UAE. International Journal of Mathematical Education in Science and Technology, 50(5), 647-664. https://doi.org/10.1080/002073....
12.
Hammoudi, M. M. (2020). Measurement of students’ mathematics motivation and self-concept at institutions of higher education: evidence of reliability and validity. International Journal of Mathematical Education in Science and Technology, 51(1), 63-86. https://doi.org/10.1080/002073....
13.
Han, F. (2019). Self-concept and achievement in math among Australian primary students: Gender and culture issues. Frontiers in Psychology, 10, 603. https://doi.org/10.3389/fpsyg.....
14.
Hine, G. (2019). Reasons why I didn’t enroll in a higher-level mathematics course: Listening to the voice of Australian senior secondary students. Research in Mathematics Education, 21(3), 295-313. https://doi.org/10.1080/147948....
15.
Hoffman, N., Vargas, J., & Santos, J. (2009). New directions for dual enrolment: Creating stronger pathways from high school through college. New Directions for Community Colleges, 145, 43-58. https://doi.org/10.1002/cc.354.
16.
Hurdle, Z. B., Akbuga, E., & Schrader, P. (2022). Exploring calculus I students’ performance between varying course times among other predictive variables. International Electronic Journal of Mathematics Education, 17(4), em0700. https://doi.org/10.29333/iejme....
17.
Koch, D., & Herrin, G. D. (2006). Intervention strategy for improving success rates in calculus. American Society for Engineering Education. https://peer.asee.org/440.
18.
Kodippili, A., & Senaratne, D. C. (2022). Does the mathematics self-concept explain the gender-gap in advanced mathematics achievement among US secondary school students? Journal of Research Initiatives, 6(1), 2.
19.
Leach, L. F., Henson, R. K., Odom, L. R., & Cagle, L. S. (2006). A reliability generalization study of the self-description questionnaire. Educational and Psychological Measurement, 66(2), 285-304. https://doi.org/10.1177/001316....
20.
Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes toward mathematics inventory. Educational Studies in Mathematics, 82(1), 145-164. https://doi.org/10.1007/s10649....
21.
Liu, E. Z. F., & Lin, C. H. (2010). The survey study of mathematics motivated strategies for learning questionnaire (MMSLQ) for grade 10-12 Taiwanese students. The Turkish Online Journal of Educational Technology, 9(2), 221-233.
22.
Lovell, M. C. (2004). Economics with calculus. World Scientific Publishing Company. https://doi.org/10.1142/5523.
23.
Marsh, H. W., & O’ Neil, R. (1984). Self-description questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21(2), 153–173. https://doi.org/10.1111/j.1745....
24.
Matthews, A. R., Hoessler, C., Jonker, L., & Stockley, D. (2013). Academic motivation in calculus. Canadian Journal of Science, Mathematics and Technology Education, 13(1), 1-17. https://doi.org/10.1080/149261....
25.
Minichiello, A., & Hailey, C. (2013, October). Engaging students for success in calculus with online learning forums. In Proceedings of the 2013 IEEE Frontiers in Education Conference (pp. 1465-1467). IEEE. https://doi.org/10.1109/FIE.20....
26.
Monteiro, V., Mata, L., & Peixoto, F. (2015). Intrinsic motivation inventory: Psychometric properties in the context of first language and mathematics learning. Psicologia: Reflexão e Crítica [Psychology: Reflection and Criticism], 28(3), 434-443. https://doi.org/10.1590/1678-7....
27.
Neuhauser, C., & Roper, M. L. (2004). Calculus for biology and medicine. Pearson.
28.
Park, E. S., Ngo, F., & Melguizo, T. (2021). The role of math misalignment in the community college STEM pathway. Research in Higher Education, 62(4), 403-447. https://doi.org/10.1007/s11162....
29.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. https://files.eric.ed.gov/full....
30.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. https://doi.org/10.1177/001316....
31.
Pyzdrowski, L. J., Sun, Y., Curtis, R., Miller, D., Winn, G., & Hensel, R. A. (2013). Readiness and attitudes as indicators for success in college calculus. International Journal of Science and Mathematics Education, 11(3), 529-554. https://doi.org/10.1007/s10763....
32.
Rasmussen, C., & Ellis, J. (2013). Who is switching out of calculus and why. In Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (pp. 73-80). PME.
33.
Rickard, B., & Mills, M. (2018). The effect of attending tutoring on course grades in calculus I. International Journal of Mathematical Education in Science and Technology, 49(3), 341-354. https://doi.org/10.1080/002073....
34.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1....
35.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.3102/003465....
36.
Sikora, J., & Pitt, D. G. (2019). Does advanced mathematics help students enter university more than basic mathematics? Gender and returns to year 12 mathematics in Australia. Mathematics Education Research Journal, 31(2), 197-218. https://doi.org/10.1007/s13394....
37.
Sonnert, G., & Sadler, P. M. (2014). The impact of taking a college pre-calculus course on students’ college calculus performance. International Journal of Mathematical Education in Science and Technology, 45(8), 1188-1207. https://doi.org/10.1080/002073....
38.
Stanberry, M. L. (2018). Active learning: a case study of student engagement in college calculus. International Journal of Mathematical Education in Science and Technology, 49(6), 959-969. https://doi.org/10.1080/002073....
39.
Tang, D., Fan, W., Zou, Y., George, R. A., Arbona, C., & Olvera, N. E. (2021). Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis. Learning and Individual Differences, 92, 102094 https://doi.org/10.1016/j.lind....
40.
Tanner, H., & Jones, S. (2000). Scaffolding for success: Reflective discourse and the effective teaching of mathematical thinking skills. Research in Mathematics Education, 2(1), 19-32. https://doi.org/10.1080/147948....
41.
Tapia, M., & Marsh, G. E. (2002). Confirmatory factor analysis of the attitudes toward mathematics inventory [Paper presentation]. Annual Meeting of the Mid-South Educational Research Association.
42.
Ubuz, B. (2011). Factors associated with success in a calculus course: an examination of personal variables. International Journal of Mathematical Education in Science and Technology, 42(1), 1-12. https://doi.org/10.1080/002073....
43.
Watt, H. M. G., Eccles, J. S., & Durik, A. M. (2006), The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA. Equal Opportunities International, 25(8), 642-659. https://doi.org/10.1108/026101....
44.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. https://doi.org/10.1037/0033-2....
45.
Weinstock, R. (1974). Calculus of variations: with applications to physics and engineering. Courier Corporation.
46.
Zakariya, Y. F. (2017). Development of attitudes towards mathematics scale (ATMS) using Nigerian data-factor analysis as a determinant of attitude subcategories. International Journal of Progressive Education, 13(2), 74-84.
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
