Students' Confidence in the Ability to Transfer Basic Math Skills in Introductory Physics and

150 Pages·2017·1.07 MB·English

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Dissertations
Spring 5-2013
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Reginald Quinn
University of Southern Mississippi
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Quinn, Reginald, "Students' Confidence in the Ability to Transfer Basic Math Skills in Introductory Physics
and Chemistry Courses at a Community College" (2013). Dissertations. 438.
https://aquila.usm.edu/dissertations/438
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The University of Southern Mississippi

STUDENTS’ CONFIDENCE IN THE ABILITY TO TRANSFER BASIC MATH
SKILLS IN INTRODUCTORY PHYSICS AND CHEMISTRY
COURSES AT A COMMUNITY COLLEGE

by

Reginald Quinn

Abstract of a Dissertation
Submitted to the Graduate School
of The University of Southern Mississippi
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy

May 2013
ABSTRACT
STUDENTS’ CONFIDENCE IN THE ABILITY TO TRANSFER BASIC MATH

SKILLS IN INTRODUCTORY PHYSICS AND CHEMISTRY

COURSES AT A COMMUNITY COLLEGE

by Reginald Quinn
May 2013
The purpose of this study was to examine the confidence levels that community
college students have in transferring basic math skills to science classes, as well as any
factors that influence their confidence levels. This study was conducted with 196
students at a community college in central Mississippi. The study was conducted during
the month of November after all of the students had taken their midterm exams and
received midterm grades.
The instrument used in this survey was developed and validated by the researcher.
The instrument asks the students to rate how confident they were in working out specific
math problems and how confident they were in working problems using those specific
math skills in physics and chemistry. The instrument also provided an example problem
for every confidence item.
Results revealed that students' demographics were significant predictors in
confidence scores. Students in the 18-22 year old range were less confident in solving
math problems than others. Students who had retaken a math course were less confident
than those who had not. Chemistry students were less confident in solving math problems
than those in physics courses. Chemistry II students were less confident than those in
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Chemistry I and Principals of Chemistry. Students were least confident in solving
problems involving logarithms and the most confident in solving algebra problems. In
general, students felt that their math courses did not prepare them for the math problems
encountered in science courses. There was no significant difference in confidence
between students who had completed their math homework online and those who had
completed their homework on paper.
The researcher recommends that chemistry educators find ways of incorporating
more mathematics in their courses especially logarithms and slope. Furthermore, math
educators should incorporate more chemistry related applications to math class. Results
of hypotheses testing, conclusions, discussions, and recommendations for future research
are included.

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COPYRIGHT BY

REGINALD QUINN

2013
The University of Southern Mississippi

STUDENTS’ CONFIDENCE IN THE ABILITY TO TRANSFER BASIC MATH
SKILLS IN INTRODUCTORY PHYSICS AND CHEMISTRY
COURSES AT A COMMUNITY COLLEGE

by

Reginald Quinn

A Dissertation
Submitted to the Graduate School
of The University of Southern Mississippi
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy

Approved:

_Sherry S. Herron_____________________
Director

_James T. Johnson____________________

_Xing Yang__________________________

_Christopher Sirola____________________

_Susan A. Siltanen____________________
Dean of the Graduate School

May 2013
ACKNOWLEDGMENTS
I would like to thank my dissertation committee. My chair, Dr. Sherry Herron,
has gone out of her way to help and assist me with not only this dissertation, but many
other favors and requests needed. I would also like to thank Dr. James T. Johnson who
has gone out his way to help me with the statistical portion of this dissertation. His
expertise in this area was much appreciated. I would like to thank my other dissertation
committee members, Dr. Xing Yang and Dr. Christoper Sirola who have been
instrumental in assisting me with my many revisions as well as offering much needed
advice and wisdom for my research study. No thanks would be complete without
mentioning the department administrator; Celia Young, who was instrumental in helping
me with the paperwork process and meeting critical deadlines.
I would like to thank the physics and chemistry faculty at Hinds Community
College. I want to thank them for agreeing to allow me to use part of their class time to
have their students participate in my study as well as working with me to learn the
specific math skills that were needed for chemistry and principles of chemistry courses. I
also would like to thank the students at Hind Community College for volunteering to
participate in this study, without their cooperation this study would not have taken place.
Finally, I want to thank God, my family, parents, friends, and church members for
encouraging me to pursue my dreams and reach for the stars. There were many times I
became discouraged along the way but they encouraged me to stay the path and not give
up.
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TABLE OF CONTENTS

ABSTRACT..………….………………………………………………………………….ii
ACKNOWLEDGMENTS………………………………………………………………..iv
LIST OF TABLES……………………………………………………………………….vii
CHAPTER
I. INTRODUCTION .......................................................................................1
Statement of the Problem
Research Questions
Hypotheses
Definition of Terms
Delimitations
Assumptions
Justification

II. REVIEW OF THE LITERATURE ............................................................16

Introduction
Teaching and Learning Mathematics
Gender
Age and Enrollment Status
Previous Mathematics Background
Homework/Study Time
Homework Method
Transfer of Knowledge
Attitudes and Feelings Regarding Mathematics

III. METHODOLOGY ....................................................................................74

Research Questions
Hypotheses
Research Design
Participants
Instrumentation
Procedures
Data Analysis

IV. ANALYSIS OF DATA.............................................................................81

v
Introduction
Descriptive Data
Test of Hypotheses

V. CONCLUSIONS AND DISCUSSION..………………………………...98

Introduction
Summary of Procedures
Conclusions
Discussions
Limitations
Recommendations for Future Research

APPENDIXES.................................................................................................................116

REFERENCES…………………………………………………………………………126

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LIST OF TABLES
Table
1. Demographic Information (Age, Gender, Status, and Degree).............................83
2. Mathematics Background (Class, Grade, Retake, and Homework)......................85
3. Science Class Status (Class, Retake, Grade, and Study Time)..............................87
4. Descriptive Statistics for Science Class Confidence Scores ................................88
5. Descriptive Statistics for Math Skills....................................................................89
6. Descriptive Statistics for Midterm Grade.............................................................90
7. Math Related Science Application Descriptive Statistics.....................................90
8. Coefficients for the Predictor Variables................................................................96

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