Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models

Mohamad Mustafa Hammoudi; Sofiane Grira

doi:10.29333/ejmste/12771

Full Text (PDF)

Mohamad Mustafa Hammoudi ¹ ^* , Sofiane Grira ¹

More Detail

¹ Abu Dhabi University, Abu Dhabi, UAE^* Corresponding Author

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.

Keywords

intrinsic and extrinsic motivation
calculus courses
students’ success
higher education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 1, Article No: em2209

https://doi.org/10.29333/ejmste/12771

Publication date: 01 Jan 2023

Article Views: 1641

Article Downloads: 1786

Open Access References How to cite this article

References

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/infinity.v8i1.p99-108
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.
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/5728
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:1021302408382
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. https://doi.org/10.1007/978-1-4899-2271-7
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.
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.sbspro.2014.09.249
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.lindif.2016.07.012
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.25.2857
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/s40594-017-0070-7
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/10.1080/0020739X.2018.1529339
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/10.1080/0020739X.2019.1670369
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.2019.00603
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/10.1080/14794802.2019.1599998
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
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/12234
Koch, D., & Herrin, G. D. (2006). Intervention strategy for improving success rates in calculus. American Society for Engineering Education. https://peer.asee.org/440
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.
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/10.1177/0013164405284030
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/s10649-012-9414-x
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.
Lovell, M. C. (2004). Economics with calculus. World Scientific Publishing Company. https://doi.org/10.1142/5523
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.1745-3984.1984.tb00227.x
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/10.1080/14926156.2013.758328
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.2013.6685077
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/10.1590/1678-7153.201528302
Neuhauser, C., & Roper, M. L. (2004). Calculus for biology and medicine. Pearson.
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/s11162-020-09602-y
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/fulltext/ED338122.pdf
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/10.1177/0013164493053003024
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/s10763-012-9352-1
Rasmussen, C., & Ellis, J. (2013). Who is switching out of calculus and why. In Proceedings of the 37^th Conference of the International Group for the Psychology of Mathematics Education (pp. 73-80). PME.
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/10.1080/0020739X.2017.1367043
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.1999.1020
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/10.3102/00346543046003407
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/s13394-018-0249-3
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/10.1080/0020739X.2014.920532
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/10.1080/0020739X.2018.1440328
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.lindif.2021.102094
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/10.1080/14794800008520065
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.
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/10.1080/0020739X.2010.500694
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/10.1108/02610150610719119
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. https://doi.org/10.1037/0033-295X.92.4.548
Weinstock, R. (1974). Calculus of variations: with applications to physics and engineering. Courier Corporation.
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.

How to cite this article

APA

Hammoudi, M. M., & Grira, S. (2023). Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), em2209. https://doi.org/10.29333/ejmste/12771

Vancouver

Hammoudi MM, Grira S. Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models. EURASIA J Math Sci Tech Ed. 2023;19(1):em2209. https://doi.org/10.29333/ejmste/12771

AMA

Hammoudi MM, Grira S. Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models. EURASIA J Math Sci Tech Ed. 2023;19(1), em2209. https://doi.org/10.29333/ejmste/12771

Chicago

Hammoudi, Mohamad Mustafa, and Sofiane Grira. "Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 1 (2023): em2209. https://doi.org/10.29333/ejmste/12771

Harvard

Hammoudi, M. M., and Grira, S. (2023). Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), em2209. https://doi.org/10.29333/ejmste/12771

MLA

Hammoudi, Mohamad Mustafa et al. "Improving students’ motivation in calculus courses at institutions of higher education: Evidence from graph-based visualization of two models". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 1, 2023, em2209. https://doi.org/10.29333/ejmste/12771