Abstract

In response to high failure rates of engineering students in introductory math courses such as calculus, a wide variety of interventions have been implemented. A common intervention is targeted at modifying the curricula. Additionally, a major initiative to improve pass rates is to provide resources to students to help them better learn the concepts and get continual support as they complete assignments and other coursework. Despite these interventions, pass rates continue to remain low. I posit that merely the availability of resources is not enough for student success in mathematics courses. Students who lack knowledge of how to use these resources effectively may not necessarily see significant improvement in their math skills. To address this issue, in this study, I explore how engineering and engineering technology students use resources in their calculus courses. My research aims to address the gap of how students decide to use optional resources in introductory calculus courses to assist their learning and how they incorporate these resources into their learning strategies. To address this issue, I collected and analyzed interview data from 14 engineering and engineering technology students enrolled in an introductory calculus course during the Fall semester of 2024 in an R2 institution in the mid-Atlantic region of the USA. I investigated their use of resources for an introductory calculus course throughout the semester (3 interviews per student) through thematic analysis of the interviews using an adapted Self-Regulated Learning framework and Actual Student Study Paths. I found that students may choose to start, continue, drop, or refuse to use resources for any number of reasons broadly categorized as reasons related to the self (such as satisfaction with their ability), reasons related to the resource itself (such as dissatisfaction with the resource), and reasons related to external factors (such as assessment grades). The research primarily contributes to literature in two aspects. First, it extends the self-regulated learning framework to students’ use of resources to explore why students modify their use of resources. Secondly, it contributes toward understanding how students incorporate and use the resources available to them in their study habits.

Library of Congress Subject Headings

Calculus--Study and teaching (Higher)--Public opinion; Engineering students--Attitudes; Academic achievement; Motivation in education--Research; Learning--Research

Publication Date

12-2025

Document Type

Thesis

Student Type

Graduate

Degree Name

Manufacturing and Mechanical Systems Integration (MS)

College

College of Engineering Technology

Advisor

Ashish Agrawal

Advisor/Committee Member

S. Manian Ramkumar

Advisor/Committee Member

Tony Wong

Campus

RIT – Main Campus

Plan Codes

MMSI-MS

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