Étude des facteurs aptes à influencer la réussite et la rétention dans les programmes de sciences aux cégeps anglophones. November 2003 Steven Rosenfield (project leader) and Helena Dedic, Vanier College and Centre for Study of Learning and Performance, Concordia university

Presentation Outline  Problem  Possible causes  Hypothesis  Description of the project  Early results  Discussion of the results  An idea that might promote student perseverance

Problem Statement Societal Problem: Insufficient number of science graduates to meet Quebec’s economic needs Why do we lag behind other developed nations? What in your experience turns students on or off science/mathematics?

Our hypotheses Attitudes towards science careers develop in school Difficult transition between high school and CÉGEP Student perceptions of teaching and learning in mathematics and science classes

Our hypotheses Mismatch between teaching in high school and at CÉGEP level  Are students learning what we teach?  How we teach: Is “the sage on the stage” a viable model of instruction? Mismatch between student and teacher perceptions of effective learning environments

Methodology Student population: 2003 cohort of students enrolled in Montreal public anglophone CÉGEPs  Students who reject science studies  Students who persist in science studies  Feisty students who demand access to science studies despite rejection Teacher population: members of Biology, Chemistry, Mathematics and Physics departments in Montreal public anglophone CÉGEPs

Methodology: Three questionnaires administered on three different occasions: as students enter CÉGEP, after the first semester and after the third semester One questionnaire administered to teachers

Student Questionnaire Student  perceptions of learning environments (e.g., use of calculators)  attitudes towards science careers Student characteristics  Motivation and self-esteem  Epistemological beliefs  Ethnicity and Socioeconomic Status

Teacher Questionnaire Teacher  perceptions of their teaching/learning environment  conceptions of teaching and learning  motivation (e.g., self-efficacy beliefs)  demographic data (e.g., training)

Preliminary Results 2108 records show  One quarter of students report that they never used graphing calculators in high school classes 1618 records show  74% used graphing calculators to graph and analyse functions  54% report being taught by teachers how to use a graphing calculator

Questions Why are graphing calculators not used as widely as MEQ curriculum designers envisage?

Our speculation Graphing calculator seen as just another topic in an already jam packed curriculum. Teachers believe that use of calculators weakens the development of mathematical skills. Why teach students how to use graphing calculators if CÉGEP teachers discourage their use?

Demonstration An idea that might facilitate a transition between high school and CÉGEP Access:  Request user name and password:  WebCal > Before you begin to use WebCal  WebCal > Functions from a Calculus Perspective

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