1. By: Stephanie Allen Mentor: Kathryn Crisostomo May 1, 2012
Assessment of Self-Reported Studying Habits in a High-Risk Business Calculus Course
By: Stephanie Allen
Mentor: Kathryn Crisostomo
May 1, 2012

2. Outline Summary of Project Methods Results Limitations of Study
Closing Thoughts

3. Summary of My Project College of Business Requirements
AEC: SI/Tutoring
High Failure Rate Course
Researching BUS 111
Studying Techniques

4. Methods Who I studied? Survey Interviews Analyzing Undergraduates
Ages and Gender
Survey
2 Surveys
Subjective questionnaire
Interviews
URI
New England Universities
Analyzing
Excel

5. Survey

6. Results

7. Results

8. Results

9. Results

10. Results

11. Results 100-90 (34%) 89-80 (16%) 79-70 (24%) 69-lower (26%) A- Alone
91%
85%
90%
75%
B- Group
29%
52%
48%
56%
C- Office
24%
22%
16% 9%
D-AEC 5%
11%
10%
E- TA
43%
37%
36%
51%
F- None 1% 0%

12. Information From Other Universities
Math classes outside of their College of Business
Placement exam and math background survey
Offer service courses
Reasons students don’t do well:
Transition from high school to college
Lack of motivation
Not seeing relevance in course
*Providence College and Sacred Heart Universities

13. Limitations of Study Two different surveys Tracking students
No statistical software
Subjective and self reported
First research project
Size of project and amount of time

14. Closing Thoughts What I would do differently Recommendations
More research prior to starting project
Have the same questions on both surveys
More knowledge on statistics and excel
Recommendations
Online practice techniques (MyMathLab)
Future for this project
More research on this topic!

15. Thank You!
Questions?

16. Works Cited
Eccles, J., Meece, J., & Wigfield, A. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1),
Hagedorn, L., Siadat, V., Fogel, S., Amaury, N., & Pascarella, E. (1999). Success in college mathematics: comparisons between remedial and nonremedial first-year college students. Research in Higher Education, 40(3),
Ashcraft, M., & Kirk, E. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology, 130(2),