Trajectories of Students Learning Mathematics and Science: Research Study
Primary researchers
Dr. Ralph Mason, Faculty of Education, University of Manitoba and Janelle McFeetors, River East Transcona School Division
Description of proposed research
From grade nine on, students make two kinds of choices that affect their participation in academic mathematics and science courses. They select courses, and they often choose to alter their manner of engagement in those courses. What factors can the school and its teachers influence in students’ trajectories through high school mathematics and science?
This research project involves two kinds of data. Data from student records will allow selection of mathematics and science courses and achievement to be correlated with prior achievement, course selection, schools attended, and socioeconomic status. Against that backdrop, a sample of the student population will provide more detailed and personal data. A series of questionnaires and one-on-one interviews will probe for the factors that affected students’ course choices and the factors that led students to alter their engagement within the courses they have chosen.
Timeline
The study has two formal stages. In stage one, the research focuses on the grade ten student population in one high school. Data gathering is taking place throughout the 2005-2006 year, with ongoing data analysis intensifying throughout 2006. The 2005-2006 stage serves in part as a pilot study for the study’s major stage, anticipated to begin in the 2006-2007 school year. At that time, a high school’s grade nine students will serve as the study’s population. As with the one-year study, student records will provide a means to search for general patterns in course selection in relation to other factors. As well, a series of questionnaires and interviews will pursue more personal information about what affects students’ choices among mathematics and science courses and what affects their engagement within the courses they choose. This study will last for four years as it follows the population of students as they progress through high school.
The researchers would like to thank the following organizations for their financial contributions to this research:
University of Manitoba Centre for Research in Youth, Science Teaching and Learning
Imperial Oil Academy for the Learning of Mathematics, Science and Technology
River East Transcona School Division
University of Manitoba Faculty of Education
