293 – Designing New Courses, Assessing Curriculum, and Assessing Interventions
A Statistically Designed Educational Research Study
Spencer Baker
Hampton University
Vitali Khaikine
Carolyn Bradshaw Morgan
Hampton University
Morris Morgan
Hampton University
Anne Pierce
Hampton University
Arun Verma
Hampton University
A three-year educational research study is being conducted to investigate the impact of a new instructional format on student learning outcomes in calculus. The study was also designed to assess the impact of faculty mentors and role models on the performance of science, technology, engineering and mathematics (STEM) majors, especially members of underrepresented groups. The study population is STEM students enrolled in the gatekeeper Calculus I course at a historically black college and university (HBCU). In the statistical study design, some of the calculus classes have received the standard instruction while other sections have received the FORCE (Financially Oriented Research Calculus Experience) instruction. All students take a departmental final exam and a course grade of “C� or higher is considered passing. Early study results indicate that the FORCE student population is performing slightly better in the course. The statistical analysis techniques and results to date will be presented.