Étude des facteurs aptes à influencer
la réussite et la rétention dans les
programmes de sciences aux cégeps
anglophones.
November 2003
Steven Rosenfield (project leader) and Helena Dedic,
Vanier College and Centre for Study of Learning
and Performance, Concordia university
Presentation Outline
 Problem
 Possible causes
 Hypothesis
 Description of the project
 Early results
 Discussion of the results
 An idea that might promote student
perseverance
Problem Statement


Societal Problem: Insufficient number of
science graduates to meet Quebec’s
economic needs
Why do we lag behind other developed
nations? What in your experience turns
students on or off science/mathematics?
Our hypotheses



Attitudes towards science careers
develop in school
Difficult transition between high school
and CÉGEP
Student perceptions of teaching and
learning in mathematics and science
classes
Our hypotheses

Mismatch between teaching in high
school and at CÉGEP level
 Are students learning what we teach?
 How we teach: Is “the sage on the stage” a
viable model of instruction?

Mismatch between student and teacher
perceptions of effective learning
environments
Methodology

Student population: 2003 cohort of students
enrolled in Montreal public anglophone
CÉGEPs
 Students who reject science studies
 Students who persist in science studies
 Feisty students who demand access to science
studies despite rejection

Teacher population: members of Biology,
Chemistry, Mathematics and Physics
departments in Montreal public anglophone
CÉGEPs
Methodology:

Three questionnaires administered on three
different occasions:
as students enter CÉGEP,
after the first semester and
after the third semester

One questionnaire administered to teachers
Student Questionnaire

Student
 perceptions of learning environments (e.g.,
use of calculators)
 attitudes towards science careers

Student characteristics
 Motivation and self-esteem
 Epistemological beliefs
 Ethnicity and Socioeconomic Status
Teacher Questionnaire

Teacher
 perceptions of their teaching/learning
environment
 conceptions of teaching and learning
 motivation (e.g., self-efficacy beliefs)
 demographic data (e.g., training)
Preliminary Results

2108 records show
 One quarter of students report that they never
used graphing calculators in high school
classes

1618 records show
 74% used graphing calculators to graph and
analyse functions
 54% report being taught by teachers how to
use a graphing calculator
Questions

Why are graphing calculators not used
as widely as MEQ curriculum designers
envisage?
Our speculation



Graphing calculator seen as just another topic
in an already jam packed curriculum.
Teachers believe that use of calculators
weakens the development of mathematical
skills.
Why teach students how to use graphing
calculators if CÉGEP teachers discourage their
use?
Demonstration


An idea that might facilitate a transition
between high school and CÉGEP
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