IJSRP, Volume 7, Issue 6, June 2017 Edition [ISSN 2250-3153]
Lamessa Abebe, Gebeyehu Dirbeba
This research investigated students’ transfer of learning from calculus courses knowledge to an introductory physics course. In this study we used interviews and questionnaires methods to assess the extent to which students transfer their calculus knowledge when solving problems in a physics course. Difficulty problems present interviewees with an intermediate step in the form of a mathematical integration and ask students to come up with a physical scenario relevant to the integral provided. Results indicate that students often had difficulty taking apart the given problem and they needed prompting to connect the calculus knowledge with the physics problem. We also observe the result from pre-test to interviews of the students’ background and knowledge of calculus, which is very poor. Generally, from all tests, quiz and final exam of students result almost 45% of them transfer calculus knowledge to introductory physics courses whereas 55% of them are still with confusion of identifying the derivatives and integrands. This is proven by questioning their calculus instructors and introductory physics instructors. Both department instructors are satisfied very deeply 28.6% to students calculus background, 42.9% medium,14.3% deep and shallow satisfaction calculus respectively.