2021 Research in Undergraduate Mathematics Education Reports
2021
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Sense of Belonging in Two First-Semester Calculus Pathways
Page: 72
Retention in Science, Technology, Engineering, and Mathematics (STEM) continues to be a problem in the U.S. Prior research indicates that students leave STEM due to poor instruction and low sense of belonging in introductory STEM courses. Incorporating active learning into these courses, especially Calculus, has potential to support students in developing a greater sense of belonging and staying in STEM. This study investigates students’ sense of belonging in two versions of introductory Calculus – a standard course and a non-standard course infused with active learning. Results indicate that students in the two courses recognized differential opportunities to engage in active learning. While there was no significant change in students’ sense of belonging over the course of the semester in either course, students in the active learning course reported significantly higher sense of belonging than students in the standard course, both early in the semester and at the end of the semester.