### Abstract:

This investigation was designed to determine the general achievement,
ability to solve applied problems, and attitude toward the role of
mathematics in science of college calculus students grouped in an
experimental class according to academic major during their first
three terms. The subgroups were biology-business, mathematics,
and science-engineering majors. The effects of grouping upon these
abilities and attitude were examined by comparing group mean test
scores of the grouped students to those of a non-grouped control class.
Subgroups between and within the control and experimental groups
were compared in order to further assess the effects of grouping on
calculus achievement, ability to solve applied problems and attitude
toward the role of mathematics in science.
Criterion tests were the Cooperative Calculus Test, Form B,
the Applied Problem Test and the Math-Science Attitude Inventory,
the latter two constructed by the researcher. Since the study was a
post-test only design, the criterion instruments were administered to
the control and experimental groups at the end of their respective
Spring terms.
One factor analysis of covariance using CCT and APT group
means was used to statistically test the null hypotheses. Combined
overall high school and mathematics grade point averages were
applied as covariant control for academic achievement and ability.
One factor analysis of variance using MSAI group means was used to
statistically test the remaining null hypotheses, F ratios were computed
and evaluated to determine whether differences in group means
on the criterion instruments were significant. The data were further
analyzed to determine correlations among several variables.
Findings
The following conclusions were drawn from the data analyzed in
this investigation:
1. Grouping college calculus students by academic major
resulted in significantly (10 and 20 percent levels) greater
calculus achievement and ability to solve applied problems
by the experimental group,
2. Subgroups of the experimental group did not consistently
differ significantly from subgroups of the control group in
calculus achievement nor in ability to solve applied problems.
3. Subgroups within the control group exhibited marked differences in calculus achievement and ability to solve
applied problems.
4. Subgroups within the experimental group did not exhibit
significant differences in calculus achievement nor ability
to solve applied problems.
5. The control and experimental group did not differ significantly
in their attitude toward the role of mathematics in
science.
6. Mathematics majors in calculus have a more positive
attitude toward the role of mathematics in science than do
science or biology-business majors.
7. The MSAI effectively measures the attitude of calculus students
toward the role of mathematics in science.
8. The APT effectively measures the ability of calculus students
to solve applied problems.
9. Team teaching at the college level can effectively be
designed and implemented.