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Self Regulated Learning And Classroom Engagement In Calculus Achievement Among Freshmen Engineering Students

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

FPD5 -- Placement & Early Success

Tagged Division

First-Year Programs

Page Count

13

Page Numbers

11.1113.1 - 11.1113.13

DOI

10.18260/1-2--951

Permanent URL

https://peer.asee.org/951

Download Count

426

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Paper Authors

biography

Mwarumba Mwavita Oklahoma State University

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Education background;

PhD. Educational Psychology in Research Evaluation Measurement and Statistics, Oklahoma State University.

MEd. Education Administration, University of Central Oklahoma.

BEd- Science, Kenyatta University.

Mwarumba Mwavita is currently a Visiting Assistant professor in the School of Educational Studies at Oklahoma State University teaching quantitative research methods. His research interests falls in the area of motivational factors influencing achievement in quantitative subjects among college students. He recently completed a study that evaluated a motivational model in predicting success in entry level calculus among freshmen engineering students.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

SELF-REGULATED LEARNING AND CLASSROOM ENGAGEMENT IN CALCULUS ACHIEVEMENT AMONG FRESHMEN ENGINEERING STUDENTS Abstract The current study examined the impact of self-regulated learning and classroom engagement activities among freshmen engineering students in a large Midwestern university enrolled in the first calculus course. Two variables self-regulated learning and class engagement were examined in relationship to calculus success.

Introduction

Engineering programs in American colleges have several core courses that engineering students take as prerequisites to subsequent engineering courses majors. Calculus is one of theses courses. Calculus provides the foundation for understanding higher-level science, mathematics, and engineering courses. Further, calculus is identified as a starting point in mathematics instruction for many engineering programs. The importance of succeeding in the first year of calculus among freshmen engineering students has been emphasized in a number of studies. Due to poor performance in calculus among freshmen students in the last ten years, the undergraduate calculus course has attracted an unprecedented level of national interest.

The 2003 National Science Foundation report emphasized that Science and technology will continue to be the engines of the US economic growth and national security 1. The report further indicates serious problems lying ahead that may threaten U.S. long-term prosperity and national security. Among various trends is a reduced domestic student interest in critical areas, such as engineering and the physical and mathematical sciences1. Future projections indicate that employment in engineering and science will increase by 51 percent or approximately 1.9 million jobs by the year 2008. 2

Numerous studies have examined plausible explanations and factors contributing to dropout rates among engineering students in many of the engineering programs in the country. 3,4,5 Most of these studies have looked at the problem ‘globally’. Studies have focused on developing models of prediction persistence and retention based on a myriad of factors. At the same time, theories advanced in the field have continued to advocate for both institutions’ learning environments in addition to students’ attributes as plausible explanations for students persistence as well as success in their college academic life. 3

Studies examining college environments as well as students’ attributes have identified specific factors contributing to students’ progression through their engineering programs. For example, Levin and Wyckoff6 identified both non-cognitive and cognitive variables were predictive of freshman year persistence. Another factor that has been found to play a role in the dropout rates among freshmen engineering students has been the introductory courses. 7, 8 These introductory classes are in science and mathematics.

Engineering programs in America have several core courses that freshman engineering students take before they can be accepted as engineering majors. Calculus is one of these courses.

Mwavita, M. (2006, June), Self Regulated Learning And Classroom Engagement In Calculus Achievement Among Freshmen Engineering Students Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--951

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