Table 1 Factors and variables used in student and instructor analyses
From: Factors contributing to students and instructors experiencing a lack of time in college calculus
Factor | Student analysis | Instructor analysis |
|---|---|---|
Traditionally marginalized or vulnerable populations | • Gender | • Gender • Instructor rank (GTA, lecturer, tenure-track faculty, tenured faculty) |
Classroom features | • Student reports of “student-centered practices” | • Common final • Instructor reports of “student-centered practices” |
Student preparation and perception of student preparation | • Previous calculus experience (none, high school, college) • SAT/ACT mathematics percentile • Ability to succeed: “I believe I have the knowledge and ability to succeed in this course” (agree versus disagree) | • Perceived student ability: “Approximately what percentage of students currently enrolled in your Calculus I course do you expect are academically prepared for the course?” (>80, 60–80, 40–60, or <40%) |
What it means to “succeed” in calculus | • Success perception: “My success PRIMARILY relies on my ability to” (“solve specific kinds of problems” versus “make connections & form logical arguments”) | • Success perception: “From your perspective, student’s success PRIMARILY relies on their ability to” (“solve specific kinds of problems” versus “make connections and form logical arguments”) |
Grouping factor | • Instructor | • Institution |