1. Effects of Inquiry Based Learning on an Undergraduate Precalculus Class
Jessica Wilson

2. A Class in Crisis
Low pass rates in Precaluclus courses are a problem not just at UNO but nationally as well
UNO classes have had a 40.8% DFW rate for the last 20 years
Students that do pass are not adequately prepared for Calculus

3. The Benefits of Inquiry Based Learning
Student-centered approaches involve peer-to-peer collaboration, writing, and communication
Students are exposed to carefully chosen problems with real world applications
The purpose is to created an environment in which students feel comfortable failing
The instructor is a facilitator of learning

4. Why I’m interested
UNO currently offers IBL Calculus I and II classes, taught by Dr. Rech and Dr. Hodge.
I took an IBL Calculus II class and enjoyed the experience
I will be teaching high school mathematics next year and this experience as a learning assistant was a great opportunity.

5. Research Questions
Will students in an IBL Precalculus class learn more than those in a lecture style class?
Will the DFW rate be lower in an IBL Precalculus course?

6. The Class
MATH 1340 taught Monday-Friday from 8:00-8:50 a.m. by Dr. Matthews
I was a learning assistant for the course
Instead of a textbook students purchased course packet created by UNL’s Department of Mathematics
On the first day students took a Class Readiness Activity (CRA) which consisted of algebra skills they needed to be successful in Precalculus

7. The Class
Minimal time was spent lecturing, only enough to discuss key concepts
Students spent much of the time working on problems from their course packet in groups of four
Students presented problems to the class while their peers critiqued their solutions
Students were required to present three times

8. Sample Problem

9. The Class
Students’ learning was assessed regularly throughout the semester
15 homework assignments on WeBWork
8 team quizzes
Three tests and a final exam

10. Results
Both classes were given a pretest during the first week of class and a posttest during the last week
Null hypothesis
There will not be a difference in the scores for the two classes

11. Results

12. Results Our course had a DFW rate of 28.2%
The mean DFW rate for course from is 40.8%
The z-score for our course is
The lower rate for our course is not enough to be significant, but still promising

13. Looking forward
At this point we cannot say if either style of teaching is better or worse, but IBL classes do seem to be effective
Dr. Matthews is teaching an IBL Precalculus course again this semester with a new learning assistant
They gave a pretest to both sections of the course and will also give a posttest

14. Acknowledgements
Thank you to the Office of Research and Creative Activity for funding my research through the FUSE grant
Thank you to Dr. Matthews for allowing me to work with him on this precalculus course