A Study on the Transition of Studies From High School to University Calculus at McMaster University

Abstract

<p>For many students, the transition from high school to university is difficult. This thesis uses data from a Mathematics Background Questionnaire ("the survey"), completed by first year mathematics students at McMaster University, to answer several questions related to transition in first year Calculus. In addressing these questions, we establish that transition from high school to university mathematics is, in fact, a problem here at McMaster and claim that the Mathematics Background Questionnaire can be used as a tool to help overcome some of these transitional barriers.</p> <p>The purpose of this study is twofold. Firstly, the study examines students' responses to the survey, and seeks a relationship between these responses and overall performance in the course MATH 1A3. A second purpose for this study is to monitor student performance over the years 2002, 2003 and 2005, based on background information and the results of a particular survey question. This is interesting and valuable information since this period includes the students before, during and after the double cohort group.</p> <p>It was found that students before and during the double cohort year (2002 and 2003) performed better both on the survey and in MATH 1A3 than the students after the double cohort year (2005). We discuss possible reasons for this; for example, fewer high school mathematics courses taken by the students in 2005 and problems with implementation of the new high school mathematics curriculum in 2000.</p> <p>Our most important result is that our survey data revealed the following relationship: high survey scores are indicative of high overall final grades in MATH 1A3; low survey scores do not predict overall final grades. Thus, based on our ability to use our questionnaire to make predictions about a student's performance, we can take steps towards helping students make their transition to university calculus more successful. At this point, it is important to focus on incorporating survey feedback to students so that they have a better idea of what to expect in MATH 1A3 and how to proceed in the course.</p>