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The impact of instructional model and instructor experience and rank on university level precalculus grades

C, Christina (2021) The impact of instructional model and instructor experience and rank on university level precalculus grades. Doctoral thesis, Northern Arizona University.

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Abstract

This descriptive-comparative study investigated the impact of different instructional models on a university level Precalculus course on students’ achievement. Participant data (N=14,993) was collected from Fall 2008 to Spring 2019 and categorized into four different instructional models: traditional, modular, emporium v.1, and emporium v.2. This study discovered that instructional model was a significant predictor of students’ achievement in a university level Precalculus course. Data on students’ achievement in Calculus I, the subsequent course, was collected and analyzed. Significant association existed between the instructional models in the Precalculus course and students’ achievement in Calculus I. This study found that the modular model had higher students’ success in both Precalculus and Calculus I, in comparison to the traditional and emporium models. Furthermore, instructor experience, measured through instructor rank, was another variable analyzed in this study. Statistical analyses showed that instructor rank was a significant predictor of students’ achievement in the Precalculus course. The data analysis estimated that students were more likely to earn a passing grade in the Precalculus course when they were taught by a faculty with a lecturer rank in comparison to professor, instructor, Graduate Teaching Assistant, or part-time rank. However, students tend to have higher passing rates in Calculus I if they took Precalculus with a professor rank faculty. Given that a multitude of extraneous variables and random factors existed, more study will be needed to better understand the impact of instructional model and instructor experience and rank on a university level Precalculus grades.

Item Type: Thesis (Doctoral)
Publisher’s Statement: © Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords: higher education; instructional model; instructor rank; precalculus; students’ achievement; Calculus
Subjects: Q Science > QA Mathematics
NAU Depositing Author Academic Status: Student
Department/Unit: Graduate College > Theses and Dissertations
College of Education > Teaching and Learning
Date Deposited: 23 Feb 2022 18:24
Last Modified: 23 Feb 2022 18:24
URI: https://openknowledge.nau.edu/id/eprint/5744

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