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
