PETE/Noyce participation in the 2004 MIE Student Research Expo
WINNER OF THE EDUCATION AWARD
Authors: Edith Maria Aguirre, Alberto Avalos, Damian Morales, and Yogesh Prakash Velankar
Faculty Mentors: Dr. Sally Blake, PETE/Noyce & Dr. Matthew Winsor
Title: Implementation of the Connected Mathematics Projects (CMP) Curriculum in High School Algebra Courses.
Abstract: This project is designed to compare the effectiveness of the Connected Mathematics Project (CMP) versus the traditional teaching methods in three Algebra classes at a predominantly Hispanic High School. Since research for CMP curriculum in high schools is unavailable, this study is an opportunity to explore its value at this grade level. There will be one control group where only lecture oriented traditional teaching methods will be used, and the other two groups will follow the CMP curriculum. Students enrolled in these three courses come from various socio-economical and educational backgrounds. The CMP program has been effective at the middle school level, so we anticipate that the students will outperform their traditionally taught peers even at the high school level.
Author: Rogelio H. Mejia
Mentor: Kastro M. Hamed
Title: Faculty and Students’ Perceptions of the Role of Pedagogical Training in an Undergraduate Engineering Curriculum
Abstract: The purpose of this qualitative research study is to investigate whether engineering students and faculty at the University of Texas at El Paso (UTEP) perceive the addition of a course in pedagogy as important for Engineering faculty. Such a course might help improve the existing student-professor professional relationship by providing both faculty and students with common pedagogical theories to understand and define possible problems or concerns that both might face during their teaching and learning experiences. Data were collected from both the mechanical and industrial engineering departments including interviews with ten engineering faculty (six professors of the mechanical department and four of the industrial department) and twenty engineering students (ten mechanical engineering students, and ten industrial engineering students). Results reveal that fifteen students out of twenty believed that instructors should take courses of pedagogy to improve their teaching techniques. Sixteen out of twenty students thought that if professors of engineering have in their curriculum courses of pedagogy the quality of their lectures would improve. Three out of the ten professors had never taken any kind of training to improve their teaching methods.
Author: Adrian Mejia Program: Noyce Scholars Program
Mentor: Dr. Kastro M. Hamed
Title: Perception of Females' Preference Concerning Biology and Engineering Majors as Career Choices
Abstract: The objective of this study was to investigate the reasons why more female students at the University of Texas at El Paso selected to study Biology rather than Engineering. The ratio of female to male students in the Biology Department is significantly larger than a similar ratio in engineering fields. The investigation was carried out via qualitative interviewing with a prepared protocol. The interview protocol had 15 questions, and each interview was audio-taped and transcribed. Forty students (26 women and 24 males) in total were interviewed including freshman, sophomore, junior, and seniors. The transcriptions of the interviews were analyzed following a phenomenological qualitative approach. Among the main results were: many female students select biological sciences due to their ambition of becoming medical doctors or some other paramedical profession and female students perceive that they would make better academic achievements in biological sciences than engineering. The study has a significance as a case study and if similar studies are carried out on other sites stronger generalizations about career choices can be learned.
Author: Antonio Borunda
Faculty Mentors: Drs. Hamed Kastro, Sally Blake and Mourat Tchoshanov
Title: Development and Implementation of a Balanced Conceptual and Procedural Curriculum in Algebra Classes at a Predominantly Hispanic Populated High School to Increase the Success Rate of Students Passing the End of Course Exam Mandated by the State of Texas (BCPC)
Abstract: This research project examines the effects of using a balanced conceptual and procedural curriculum in algebra coursework with a predominantly Hispanic lower socioeconomic population . A quasi-experimental research design was used with a control and experimental group. The treatment group used algebra modules from the Connected Mathematics Project (CMP), a standards-based curriculum that has been shown to improve students’ mathematical understanding at the middle school level in combination with computer software that reinforced procedural aspects of algebra. The control group used a more traditional type of algebra instruction which focuses on procedural study. Participants (n=138) were pre-tested using the State approved 2003 End Of Course Algebra Test(EOC). At mid-point the participants were post-tested on Linear Function Questions from the EOC exam. The results indicate that the classes using CMP scored significantly higher than the classes using a more traditional curriculum. A sub group of students that were ESL (English as a Second Language) in the English as Second Language had the most % of gain from the pre-test to the post-test.
Authors: Cindy Holmes, BS, Antonio Gomez, BIS, Steven Jolley, BS
Mentor: Sally Blake
Title: The Relationship of Parent Involvement on Science and Mathematical Learning
Abstract: The purpose of this study is to ascertain if parental involvement will increase student academic achievement and increase cooperative behavior in the classroom. Methodology to increase parental involvement includes a weekly progress sheet which acts as a communication device between the educator in the classroom, the student, and the parent. The classrooms participating in this study include eighth grade Mathematics, ninth grade Integrated Physics and Chemistry, and eleventh grade Anatomy and Physiology. Results are pending; however, early findings indicate positive response from the parents, cooperation from the students, and increased positive interactions between the students and educators. The significance of this research will show that a triad of parents, students, and educators will lead to an effective learning environment.
Authors: Cristina de la Mora and Claudia Garcia
Mentor: Sandra Perez
Title: Cooperative Learning as a More Effective Teaching Method in Biological Science Courses
Abstract: The purpose of this study was to determine if cooperative learning was a more effective teaching strategy than traditional lecture method in a collage biology course. Two freshman Organismal Biology courses were used for this study. Individuals were randomly selected from a traditional lecture class or small group cooperative learning class. A survey was used to analyze and compare the variables that could affect the results of this study. The survey applied consisted of two parts: the first part contained questions about their background, and the second part contained perceptive questions related to the format of the class. Final grades from the two different sessions were used to determine which teaching method was more effective. The overall outcome indicated that students enjoyed working in small groups more than traditional class structures, they also learned how to do team work, and they performed better academically than the traditional lecture class. In contrast, the traditional lecture class prefers to work by themselves and don’t learn the skills of working in groups. Therefore, small group cooperative learning incorporates both the academic and social interactive dimensions of the classroom. Further research could be done to investigate the long term effects of small group cooperative learning on students’ retention.
Author: Fariba Ansari, Lulu Plata, Liz Aguilar and Sabino Salazar.
Mentor: Sally Blake and Eric Hagedorn,
Title: Using foldables to assess student learning in high school mathematics.
Abstract: It was predicted that manipulative tools (foldables) promote student motivation. This quasi-experimental study focuses on the impact of foldables on development of student comprehension, ability to focus on main ideas, and overall improvement of student academic performance. Research sample consists of 39 high school students, 85% of which are Hispanics. An instrument used in this study is a three-part foldable with questions relevant to the concept is being taught. Intervention consisted of a pre-activity, student work with foldables, and post-activity. Students were also asked questions reflecting on what they have learned. The study revealed positive results: students demonstrated active engagement into the learning process as well as responsibility and accountability for their learning.
Authors: Judith Laura Calderon, Cheryl Neubert and Candy Dominguez
Mentor: Luis E. Martinez
Title: Does Hands-On Science in Your Own Backyard Improve Self-Efficacy Beliefs and Science Learning?
Authors: Huereca, K. B., Hodgson, D.E.
Faculty Mentors: Dr. M. Tchoshanov, Dr. S. Blake THE
Title: Influence of Traditional Versus Innovative Technological Applications in the Understanding of Algebraic Mathematical Concepts.
Abstract: This project investigates the differences in the understanding of mathematical concepts by two groups of students using different instructional applications for learning Algebra. A quasi-experimental design was used to determine differences in the two groups. (n=86) The control group consisted of 34 students whom received traditional instruction and the treatment group consisted of 52 students. The treatment was implementation of three activities designed to develop and reinforce conceptual understanding. Pre and post-tests were used to establish participants’ understanding of the mathematical concepts of linear functions, quadratic equations and probability. The results reveal that the treatment group developed a deeper understanding of the mathematical concepts. The study indicates that technology does enhance the learning of mathematical algebraic concepts.
Author: Paula Cynthia Alcazar
Mentor: Hamed Kastro
Title: The Students’ Perceptions of Barriers to Learning Mathematics
Abstract: The purpose of this project is to determine if high school students perceive barriers to understanding mathematics in high school classes and if evident, what they believe these barriers might be. Data were collected from students in a predominantly Hispanic and lower socioeconomic status high school. Thirty-three students were interviewed concerning their perceptions of learning mathematics in high school. The transcribed students interviews were coded. The following themes emerged: 57 % of the students ranked language as barrier number 1, 18% thought that the students’ attitudes were the main barrier, other 10% of the students considered lack of previous knowledge as the main barrier, and the other 15% considered time, curriculum and class room management as the most important barrier. Awareness of student perceptions is important to understanding the affective influence on learning mathematics.
Authors: Lucy Abeyta, Ruben Avalos, Gabriel Martinez, Loraine Melgoza, Thelma Quezada
Mentors: Eric Hagedorn and Sally Blake
Title: Impact of Parental Involvement on Student Academic Achievement
Abstract: The objective of this study is to examine how parental cooperation may have an effect on student success in mathematical understanding. The data set includes two classifications of students; At-Risk and Non At-Risk 6th grade middle school students and parents. The At-Risk students are our treatment group and the Non At-Risk students are our control group. Instruments consist of student and parent surveys on parental involvement during homework activities, pre and post tests on selected mathematical concepts. Quantitative mythology was utilized to assess whether there is a significant difference between pre and post tests of Art-Risk students whose parents participated and those students whoa re not classified as At-Risk students during a six week time period. The results to date show that there are no significant difference in the mastery level on both the pre and post tests of students who are classified as At-Risk and parents participated and students who are not classified as At-Risk. This research is important because we believe that if the parents take and active role in their children’s learning then the child will be successful in mathematics.
Authors: Acevedo, R. and Rodriguez, V.
Mentor: Sally Blake
Title: Evidence of Different Cultural and Academic Expectations on Science Achievement in a Predominantly Lower Socioeconomic Hispanic Population
Abstract: The study investigated two different groups of predominantly Hispanic students enrolled in high school science classes. One group of students was enrolled in a Science Magnet Program where standards and expectations are high. The other group was enrolled in a traditional science class and considered “low achievers” and receive limited reinforcement for their studies from the school culture. Both groups are on the same school campus and share the same principal. Data indicated that students in the traditional class had very low expectations for their future career success and limited self belief in their abilities as science students, whereas students from the Magnet program had high expectations for their future career success and high self belief in their abilities as science students. This study indicates that cultural and academic expectations influence students’ perception of their abilities to succeed in science classes and careers.
Authors: Rosa M. Martinez and Belinda Reyes
Mentors: Sally Blake and Scott Starks
Title: Identifying Success Factors for Elementary School Students Who Take the Mathematics Texas Assessment of Knowledge and Skills Exam in El Paso Area Schools
Abstract: The purpose of this research study is to examine the attitudes and strategies of teachers and how they correlate to results on standardized testing such as the Texas Assessment of Knowledge and Skills (TAKS) examination in mathematics. Teachers who teach in the elementary school grades that are tested were asked to fill out a survey that asked them about their preparation methods and teaching approaches for standardized testing in mathematics. With the culmination of the responses, we hope to be able to determine if teachers feel that they are free to use their professional skill and creativity for delivering instruction in a way that promotes retention, deeper learning and comprehension or if they are concentrating their efforts to teach test taking skills to yield positive results. Teacher responses to questions about their years of experience, training and professional development, collaboration with other teachers, and methods of preparing and presenting material will be compared to TAKS results for the 2003-2004 school year.