The effects of a physics learning community on student attitude toward mathematics and performance in calculus

In this study, both quantitative methods and qualitative methods were used to examine the effects of a calculus-based physics learning community upon attitude towards mathematics and performance in calculus. Quantitative methods determined whether or not differences existed in attitude or performance. Qualitative methods investigated why differences may have existed.;To determine the effects of the physics learning community, two treatments were examined. One treatment involved the co-enrollment of students in a calculus-based physics course and a calculus course. The other treatment was involvement in a university-organized learning community. Students within a particular learning community enrolled in four or five of the same classes (10--13 credit hours). Differences in attitude and performance were investigated through the analysis of data, which were collected in the form of surveys, tests, interviews, and field notes. At the beginning and end of the semester, beliefs and attitudes surveys were given in six calculus classes. In the middle and end of the semester, interviews were conducted with nine students enrolled in physics and/or a learning community. Throughout the semester, the researcher observed the physics class and took field notes.;The study found no significant quantitative differences that resulted from the treatments; however, the difference between the final performance scores of learning community members versus non-learning community members (with ACT Mathematics scores as a covariate) yielded a p-value of 0.072. This difference reflects the fourteen percent difference on the final performance measure; the average raw scores were 42.6 versus 35.8 out of a total of 48 points for learning community students and non-learning community students respectively. Qualitative data indicated that connections between classes and involvement in a learning community were important to students. Particularly, students enjoyed student-teacher relationships and student friendships. Although differences in attitude towards mathematics did not seem to be related to group affiliation, attitude changes were addressed in the qualitative data analysis. Some of the attitude changes regarded working with others, applications to science, and rules versus understanding of mathematics. The qualitative data from this study may be useful in guiding further research.