Calculus: Single And Multivariable 6th Edition C2013 Txtbk [Hughes-Hallett Et Al ]Calculus: Single A
The CSPCC project also included a survey component that provided the data for our quantitative analyses. First, we characterize the quantitative aspects of our data with results for a number of survey items. We then compare the types of homework given to Calculus I students at the two universities to those given to students in a different university that was not included in our sample. This comparison is particularly compelling, as it allows us to address our second research question by providing another way to examine the nature of Calculus I homework at selected universities.
Besides the quantitative research we conducted with the data from the CSPCC survey and faculty focus groups, we also completed two focus groups. The purpose of conducting the focus groups was to understand the characteristics of the homework experience at the selected institutions in a more nuanced fashion (Verrall & Frese 2002). Each of the six student focus groups consisted of 8-10 male students, who were current students in calculus at the institution where they completed the focus group interview. The focus group guides (available upon request) were constructed around themes that emerged from the quantitative analyses. The guides were also informed by some of the questions about the way in which college institutions document their calculus courses, which can range from curriculum information on syllabi to course syllabi to instructional materials.
Due to the range of questions asked of the student focus groups, the following sections discuss the themes with depth and detail, rather than breadth and brevity. The results provide a window into the experiences of Calculus I students at the two universities, and make several noteworthy contributions to our literature on the current literature on the homework of Calculus I students.