Table 4 Student summary data
From: Factors contributing to students and instructors experiencing a lack of time in college calculus
Factor | Variable | Responses | (n = 2562) |
|---|---|---|---|
Traditionally marginalized or vulnerable populations | Gender | Male | 1341 (52%) |
Female | 1221 (48%) | ||
Classroom features | Instructor reports of “student-centered practices” | 1=less student-centered practices; 6=more | 3.2 (1.1) (mean (std. dev.)) |
Student preparation and perception of student preparation | Previous calculus experience | None | 764 (30%) |
High school | 1610 (63%) | ||
College | 188 (7%) | ||
SAT/ACT mathematics percentile | Â | 85.5 (14.2) (mean (std. dev.)) | |
Ability to succeed: “I believe I have the knowledge and ability to succeed in this course” | Agree | 2164 (84.5%) | |
Disagree | 398 (15.5%) | ||
What it means to “succeed” in calculus | Success perception: “My success PRIMARILY relies on my ability to:” | “Solve specific kinds of problems” | 2023 (79%) |
“Make connections and form logical arguments” | 539 (21%) | ||
Outcome | Perception of OTL: “My calculus instructor allowed time for me to understand difficult ideas.” | Agree | 1984 (77%) |
Disagree | 578 (23%) |