Contextualized Instruction as Motivational Intervention in Calculus

Calculus students often ask: why are we learning this? If students are not given the opportunity to see this connection, they might become disengaged (Harackiewicz, Tibbetts, Canning, & Hyde, 2014). The aim of this study is to examine the impact of an interdisciplinary approach to student motivational aspects: utility-value, interest, and performance expectations. A quasi-experimental research design was employed to investigate these motivational aspects. Participants were enrolled in an introductory calculus course and approximately 81 of them (from six sections) were involved. The intervention was comprised of three calculus tasks with applications to science, technology, and engineering disciplines. The results will be discussed in terms of multiple statistical analysis techniques.

Monday October 14, 2019 9:15am - 10:00am CDT

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