Relationships between learning style preferences, mathematics attitudes, calculator usage, and achievement in calculus

In our technological society approximately half of all college majors require at least one semester of calculus. Calculus is the principal gateway through which students must pass if they are to prepare for mathematics-based careers. Yet, less than half of all students enrolled in a beginning calculus course complete the course successfully. Calculus, therefore, represents a significant barrier for many students planning to pursue professional careers not only in science and engineering but also in business and social sciences. As college students become more culturally and academically diverse, technology, learning style preferences, and mathematics attitudes should be considered in revising and reforming the curriculum to enhance calculus achievement.

The purpose of this study was to investigate the relationships between student learning style preferences, calculus achievement, mathematics attitudes, and frequencies of graphics calculator usage in an introductory calculus course. The following research questions were examined.1. Do student achievement scores in calculus differ significantly with learning style preferences?2. Do student achievement scores in calculus correlate significantly with measures of mathematics attitudes?3. Do measures of attitudes toward mathematics differ significantly with learning style preferences?4. Do frequencies of graphics calculator usage differ significantly with learning style preferences?5. Do student achievement scores in calculus differ significantly with frequencies of graphics calculator usage?6. Do measures of mathematics attitudes differ significantly with frequencies of graphics calculator usage?7. Do student learning style preferences change during the semester?

The sample consisted of 32 community college students enrolled in a first semester calculus course for engineering, science, computer science, and mathematics majors. Pre and post data were collected using five instruments -- Kolb's Learning-Style Inventory, Fennema-Sherman Mathematics Attitudes Scales, a comprehensive calculus test, and two questionnaires on graphics calculator usage that were designed by the researcher.

The primary statistical procedures used to test the hypotheses of this study were univariate analysis of variance and correlational analysis. Tests included parametric one- way analysis of variance, Scheffé's post hoc multiple comparison test, Kruskal-Wallis test, Mann-Whitney U test, Pearson product moment correlation coefficient test, and chi square test for independence.The following conclusions are based on the results of the data analyses.1. Student achievement in calculus was not significantly different for the four learning style preference groups and the three graphics calculator frequency groups.2.Student achievement in calculus was related to attitudes toward mathematics, in particular attitudes toward the usefulness of mathematics and effectance motivation in mathematics.3. Student attitudes toward mathematics were not significantly different for the four learning style preference groups.4. At the beginning of the semester student attitudes toward mathematics were not significantly different for the graphics calculator frequency groups.5. At the end of the semester student attitudes toward mathematics were significantly different for the three graphics calculator frequency groups.6. There was a significant difference in initial mathematics attitudes and frequencies of graphics calculator usage at the end of the semester.7. At the beginning of the semester there were significant relationships between learning style preference groups and frequencies of graphics calculator usage.8. At the end of the semester there were no significant relationships between learning style preference groups and frequencies of graphics calculator usage.9. Some student learning style preferences changed during the semester.

It is recommended that graphics calculators be integrated into the calculus curriculum and that their use be maximized to improve student attitudes toward mathematics. Students should be challenged with long term projects and investigations that are open-ended and require planning and reflective thought. Instructional strategies should be developed that require students to use all primary learning modes. Cooperative groups should be established to encourage all students to become actively involved in their own learning.