Establishing a new standard of care for calculus using trials with randomized student allocation

Calculus, the study of change in processes and systems, serves as the foundation of many STEM disciplines. Traditional, lecture-based calculus instruction presents a persistent barrier for students seeking STEM degrees, limits access to STEM professions, and blocks their potential to address society’s challenges. A large-scale pragmatic trial with randomized student allocation was conducted to compare two calculus instruction styles: active student engagement (treatment condition) versus traditional, lecture-based instruction (control condition). A sample of 811 U.S. university students was studied across 32 sections taught by 19 instructors over three semesters at a large U.S. Hispanic-Serving Institution. Large effect sizes were consistently measured for student learning outcomes in the treatment condition, which demonstrated a new standard for calculus instruction and increased opportunities for completion of STEM degrees., Data contained in this archive were collected from an NSF funded study carried out as a large-scale pragmatic trial that randomly allocated students to the treatment and control conditions to establish a new standard of care for calculus instruction. The treatment group used the Modeling Practices of Calculus (MPC) pedagogy and curriculum with the control group employed pre-existing instructional practices (primarily traditional lecture). Identical end-of-semester learning measures were used to rigorously assess student learning outcomes in the two conditions in the trial. Sets of open answer, learning measure questions were collectively developed and embedded as part of the identical end-of-semester learning measures given each semester to the treatment and control sections in the MPC Calculus 1 trials in order to assess end-of-course student learning in each of the groups. A total of 1,019 students were randomly assigned to either an active learning based curriculum in calculus or a ..., Data are supplied in CSV format that can be utilized by most software packages.微积分作为研究过程与系统变化的学科，是众多STEM（科学、技术、工程、数学）学科的核心基础。传统讲授式微积分教学长期以来成为攻读STEM学位学生的显著障碍，限制了他们进入STEM相关职业的路径，也阻碍了他们应对社会挑战的潜力发挥。本研究开展了一项大规模学生随机分组的实用型试验，对比两种微积分教学模式：以学生主动参与为核心的实验组（treatment condition）教学，与传统讲授式的对照组（control condition）教学。研究样本涵盖美国一所大型西班牙裔服务型高校内，由19名教师在三个学期内开设的32个教学班的811名大学生。实验组学生的学习成果始终呈现出较大的效应量，这为微积分教学确立了新的标准，并提升了学生完成STEM学位的机会。 本归档数据源自一项由美国国家科学基金会（National Science Foundation, NSF）资助的研究，该研究为大规模实用型试验，通过将学生随机分配至实验组与对照组，旨在确立微积分教学的新标准。实验组采用微积分建模实践（Modeling Practices of Calculus, MPC）教学法与课程体系，对照组则沿用既有教学实践（主要为传统讲授式教学）。本试验采用统一的期末学习测评工具，对两组学生的学习成果进行严谨评估。为评估两组学生的结课学习情况，研究团队共同开发了多组开放式问答测评题，并将其嵌入MPC微积分1课程试验中每学期为实验组与对照组教学班统一使用的期末学习测评工具内。 总计1019名学生被随机分配至基于主动学习的微积分课程组或…… 本数据集以CSV（逗号分隔值）格式提供，可被绝大多数软件工具调用处理。