The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom

This study examined the effectiveness of a classroom assessment technique (CAT) in the Calculus I classroom using a quasi-quantitative research design methodology. A single university, single discipline, single professor and single class setting was utilized to minimize confounding variables and locate all data under a single institutional culture. Purposive homogenous sampling was utilized to select Calculus I students for the treatment and control groups. The data were analyzed using statistical methods to test the hypothesized relationships between the treatment group which was the Calculus I students who used the classroom assessment technique, and the control group which was the Calculus I students who did not use the classroom assessment technique. The problem of too many college freshman that major in science, technology, engineering or mathematics (STEM) and fail to succeed, is linked to the lack of mathematical skills. More specifically, the low retention rate of freshmen STEM majors corresponds to the lack of student success in Calculus I, which is typically the first math course for the freshmen STEM major. If calculus is the linchpin to success in the STEM disciplines, then how it is typically taught and assessed has significance in understanding and mitigating this problem. There is a dearth of studies in the literature regarding the effectiveness of certain classroom assessment techniques posited by past researchers, and previous studies underscore the need for additional research. At present, there are no known studies of these specific techniques in the Calculus I classroom. This study intended to add to the literature of higher education by analyzing the effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I classroom and comparing the findings to previous studies. The ultimate intention of this study was to contribute to the national chronicle that seeks to improve student learning and student success in the STEM disciplines. Results of the analysis were null findings. The final results indicated that the Classroom Assessment Technique (CAT) tested did not make a significant difference

The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom

This study examined the effectiveness of a classroom assessment technique (CAT) in the Calculus I classroom using a quasi-quantitative research design methodology. A single university, single discipline, single professor and single class setting was utilized to minimize confounding variables and locate all data under a single institutional culture. Purposive homogenous sampling was utilized to select Calculus I students for the treatment and control groups. The data were analyzed using statistical methods to test the hypothesized relationships between the treatment group which was the Calculus I students who used the classroom assessment technique, and the control group which was the Calculus I students who did not use the classroom assessment technique. The problem of too many college freshman that major in science, technology, engineering or mathematics (STEM) and fail to succeed, is linked to the lack of mathematical skills. More specifically, the low retention rate of freshmen STEM majors corresponds to the lack of student success in Calculus I, which is typically the first math course for the freshmen STEM major. If calculus is the linchpin to success in the STEM disciplines, then how it is typically taught and assessed has significance in understanding and mitigating this problem. There is a dearth of studies in the literature regarding the effectiveness of certain classroom assessment techniques posited by past researchers, and previous studies underscore the need for additional research. At present, there are no known studies of these specific techniques in the Calculus I classroom. This study intended to add to the literature of higher education by analyzing the effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I classroom and comparing the findings to previous studies. The ultimate intention of this study was to contribute to the national chronicle that seeks to improve student learning and student success in the STEM disciplines. Results of the analysis were null findings. The final results indicated that the Classroom Assessment Technique (CAT) tested did not make a significant difference

Zirconium Diboride, Hexagonal Boron Nitride, and Amorphous Alumina Thin Films for High Temperature Applications

The use of microelectronic sensors and actuators in harsh, high temperature environments, such as power plants, turbine engines, and industrial manufacturing, could greatly improve the safety, reliability, and energy efficiency of these processes. The primary challenge in implementing this technology is the breakdown and degradation of thin films used in fabricating these devices when exposed to high temperatures \u3e800 °C and oxidizing atmospheres. Zirconium diboride, hexagonal boron nitride, and amorphous alumina are candidate materials for use as thin film sensor components due to their high melting temperatures and stable phases. Zirconium diboride thin films have metallic-like electrical conductivity and remain structurally stable for prolonged periods of annealing above 800 °C in vacuum, but oxidize rapidly in air. This oxidation leads to the crystallization of a zirconium oxide phase which causes the films to become electrically insulating and morphologically unstable. In order to hinder the oxidation, protective capping layers of hexagonal boron nitride and amorphous alumina were deposited onto the zirconium diboride films, forming a compound, multilayer configuration. The oxidation resistance of hexagonal boron nitride is limited to temperatures below 700 °C, above which the boron nitride oxidizes and evaporates. An amorphous alumina layer, grown by atomic layer deposition, proved to be a more robust capping layer, but was still limited to temperatures below 800 °C. At higher temperatures, the slow oxidation of the zirconium diboride and film stress from thermal expansion caused the alumina layer to crack and expose the underlying zirconium diboride to rapid oxidation. The growth of highly crystalline hexagonal boron nitride films by reactive magnetron sputtering, as shown in this work, is of great interest not only for oxidation resistant layers, but also for novel electronic devices constructed with 2D materials such as graphene. Furthermore, this work demonstrates the remarkable high temperature stability of zirconium diboride thin films in vacuum, and their instability in air. The use of oxidation resistant capping layers to provide protection from harsh atmospheres allows zirconium diboride to operate at higher temperatures. Further refinement of these capping materials will be required, however, in order to reliably extend film operation to temperatures above 800 °C

The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom

This study examined the effectiveness of a classroom assessment technique (CAT) in the Calculus I classroom using a quasi-quantitative research design methodology. A single university, single discipline, single professor and single class setting was utilized to minimize confounding variables and locate all data under a single institutional culture. Purposive homogenous sampling was utilized to select Calculus I students for the treatment and control groups. The data were analyzed using statistical methods to test the hypothesized relationships between the treatment group which was the Calculus I students who used the classroom assessment technique, and the control group which was the Calculus I students who did not use the classroom assessment technique. The problem of too many college freshman that major in science, technology, engineering or mathematics (STEM) and fail to succeed, is linked to the lack of mathematical skills. More specifically, the low retention rate of freshmen STEM majors corresponds to the lack of student success in Calculus I, which is typically the first math course for the freshmen STEM major. If calculus is the linchpin to success in the STEM disciplines, then how it is typically taught and assessed has significance in understanding and mitigating this problem. There is a dearth of studies in the literature regarding the effectiveness of certain classroom assessment techniques posited by past researchers, and previous studies underscore the need for additional research. At present, there are no known studies of these specific techniques in the Calculus I classroom. This study intended to add to the literature of higher education by analyzing the effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I classroom and comparing the findings to previous studies. The ultimate intention of this study was to contribute to the national chronicle that seeks to improve student learning and student success in the STEM disciplines. Results of the analysis were null findings. The final results indicated that the Classroom Assessment Technique (CAT) tested did not make a significant difference

The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom

This study examined the effectiveness of a classroom assessment technique (CAT) in the Calculus I classroom using a quasi-quantitative research design methodology. A single university, single discipline, single professor and single class setting was utilized to minimize confounding variables and locate all data under a single institutional culture. Purposive homogenous sampling was utilized to select Calculus I students for the treatment and control groups. The data were analyzed using statistical methods to test the hypothesized relationships between the treatment group which was the Calculus I students who used the classroom assessment technique, and the control group which was the Calculus I students who did not use the classroom assessment technique. The problem of too many college freshman that major in science, technology, engineering or mathematics (STEM) and fail to succeed, is linked to the lack of mathematical skills. More specifically, the low retention rate of freshmen STEM majors corresponds to the lack of student success in Calculus I, which is typically the first math course for the freshmen STEM major. If calculus is the linchpin to success in the STEM disciplines, then how it is typically taught and assessed has significance in understanding and mitigating this problem. There is a dearth of studies in the literature regarding the effectiveness of certain classroom assessment techniques posited by past researchers, and previous studies underscore the need for additional research. At present, there are no known studies of these specific techniques in the Calculus I classroom. This study intended to add to the literature of higher education by analyzing the effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I classroom and comparing the findings to previous studies. The ultimate intention of this study was to contribute to the national chronicle that seeks to improve student learning and student success in the STEM disciplines. Results of the analysis were null findings. The final results indicated that the Classroom Assessment Technique (CAT) tested did not make a significant difference

The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom

This study examined the effectiveness of a classroom assessment technique (CAT) in the Calculus I classroom using a quasi-quantitative research design methodology. A single university, single discipline, single professor and single class setting was utilized to minimize confounding variables and locate all data under a single institutional culture. Purposive homogenous sampling was utilized to select Calculus I students for the treatment and control groups. The data were analyzed using statistical methods to test the hypothesized relationships between the treatment group which was the Calculus I students who used the classroom assessment technique, and the control group which was the Calculus I students who did not use the classroom assessment technique. The problem of too many college freshman that major in science, technology, engineering or mathematics (STEM) and fail to succeed, is linked to the lack of mathematical skills. More specifically, the low retention rate of freshmen STEM majors corresponds to the lack of student success in Calculus I, which is typically the first math course for the freshmen STEM major. If calculus is the linchpin to success in the STEM disciplines, then how it is typically taught and assessed has significance in understanding and mitigating this problem. There is a dearth of studies in the literature regarding the effectiveness of certain classroom assessment techniques posited by past researchers, and previous studies underscore the need for additional research. At present, there are no known studies of these specific techniques in the Calculus I classroom. This study intended to add to the literature of higher education by analyzing the effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I classroom and comparing the findings to previous studies. The ultimate intention of this study was to contribute to the national chronicle that seeks to improve student learning and student success in the STEM disciplines. Results of the analysis were null findings. The final results indicated that the Classroom Assessment Technique (CAT) tested did not make a significant difference