Analyzing the Factors Affecting the Performance in Learning Calculus among

Grade-11 Science, Technology, Engineering, and Mathematics Students at

Asian College Of Technology

A Research Paper Presented to

the Senior High School Department
of Asian College of Technology - International Educational Foundation
Cyber Tower 1, Alcantara Street, Sambag I, Cebu City

In Partial Fulfillment
of the Requirements for
APLD 02 – Practical Research 1

By Group 4:

Deloso, Fernand Jay

Ducay, Jhayford C.
Flores, Cyneth L.
Ignalig, Zandrix
Jagdon, Joshua
Layos, Liam Jasper A.
Pongase, Miles
Sacal, Shaira Kerstine
Sesio, Jediael C.
Sorela, Catherine Joy S.
Teraza, Denise Faye M.

Submitted to:

Jerelyn B. Padayao, LPT

May 2024
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale

Imagine a world where every STEM student approaches calculus not as a

formidable foe, but as a fascinating puzzle waiting to be solved. This is the world we

strive for, and understanding the factors that influence calculus learning is the key to

unlocking this reality. But nowadays, the prevalence of stress among Science,

Technology, Engineering, and Technology (STEM) students is a growing concern

nationwide. Many students are stressing about Calculus which is a major subjects

intended only for STEM strand students.

According to the result of the Program for International Students

Assessment (PISA) in 2018 disclosed that the Philippines ranked the second-

lowest in Mathematics assessment and indicated low performance in advanced

subjects such as Calculus. For the last few years till now, the results of the PISA

shows that the performance of Philippines has been getting worse and based on the

performance of the students in the PISA, Philippines has been on the bottom of the

rankings for the last few years. According to the Department Of Education (DepEd)

that the dismal performance in the 2022 Program for International Students (PISA)

indicates that students in the country are five to six years behind in learning

competencies. Throughout the last few years the results of the Philippines in the
PISA has been deteriorating indicating there must be some problems affecting the

student’s performance in Mathematics.

Calculus is instrumental in the STEM curriculum, providing a foundation for

advanced topics in physics, engineering, computer science, and more. Mastery of

calculus is often a prerequisite for success in these fields. The conceptual depth of

calculus, with its intricate ideas of limits, derivatives, integrals, and series, can be

daunting for students. These difficulties can lead to frustration and attrition among

STEM majors.

Many factors such as the student’s prior academic experience, particularly in

mathematics, plays a crucial role in their calculus performance. The disparity in

mathematical preparation among students often translates into varied outcomes in

calculus courses. Attitudes, beliefs, and emotions towards mathematics, such as

math anxiety and self-efficacy, can profoundly affect learning calculus.

While extensive research has been conducted on the factors affecting

calculus learning among STEM students, there remains a persistent gap in

understanding the interplay and relative impact of these factors in different

educational contexts. Specifically, the meticulous ways in which pedagogical

approaches, technological tools, and psychological factors merge to influence

calculus understanding and retention in STEM disciplines are not fully understood.

Additionally, there is a need to explore the long-term effects of these factors on

students’ career trajectories within STEM fields.

 The study of calculus represents a significant hurdle for many students,

impacting their overall academic performance and attitude towards mathematics.

Prior knowledge has been recognized as a crucial foundation for new learning,

suggesting that students with a strong grasp of basic algebraic, geometry, and

trigonometry concepts may perform better in Calculus.

Additionally, motivation is a key driver of engagement, passion and

persistence in learning, particularly in challenging subjects like calculus. Teaching

methods and assessment techniques also play crucial roles in shaping the learning

experience and can either facilitate or hinder student understanding and success.

Interactive and student-centered teaching methods are more effective in improving

calculus learning outcomes than traditional lecture-based approaches

Learning Calculus proves to be challenging to many students. It poses a

threat in the student’s academic performance. Our purpose for this research is to

explore and analyze the different factors that could affect one’s learning in Calculus.

Understanding these different factors, We ought to provide a thorough analysis of

the various factors and to analyze the errors in these factors. The student’s

academic success lies on their performance in various subjects especially Calculus

and it is important for students to understand and find out the problem in their

learning competencies for the sake for their academic future.

 Through this study, the importance of analyzing and understanding these

various factors will help the students understand these factors. Focusing on the

various factors that affect the learning experience of students in the subject

Calculus, the study ought to provide analysis and data regarding about the factors

that affect the learning competencies and the performance of students in Calculus.

This study aims to provide a thorough analysis of the different factors affecting the

learning performance of STEM students in Calculus.

Theoretical Background

This study is anchored on Social cognitive theory, Socioeconomic status,

Cognitive load theory. which can be use in our research.

First, Social cognitive theory (Bandura, 1986), individuals learn through

observation, imitation, and modeling of others behavior. And for the application of

this theory, Students calculus performance is influenced by observing the behavior

and achievements of their peers, teachers, and role models. Positive reinforcement

and self-efficacy beliefs play crucial roles in shaping student motivation and

academic performance in calculus. The social cognitive theory explains that it

depends on teachers, peers, engineers, etc. of what they get through learning

calculus. What they achieved, what they have because of learning calculus. That’s

one of the reasons why student performance affect in learning calculus. Second, is

the Socioeconomic status (SES) according to the socioeconomic status student’s

calculus performance may be influenced by their socioeconomic background, with

disparities in access to educational support, technology, and extracurricular

opportunities affecting learning outcome. Addressing socioeconomic barriers is

essential for promoting equity and academic success among Grade-11 STEM

students. Lastly, Cognitive load theory (Sweller, 1988) cognitive load theory refers

to the mental effort required to process information, with intrinsic, extraneous, and

germane loads impacting learning outcomes. The use of this theory: Students'

calculus performance may be affected by the cognitive load imposed by complex

mathematical concepts, problem-solving tasks, and instructional materials.

Designing instructional strategies that manage cognitive load, such as providing

scaffolding, worked examples, and multimedia resources, can optimize learning

efficiency and calculus mastery among Grade-11 STEM students. These theories

are social cognitive theory, socioeconomic theory, and cognitive load theory.

provide us big contribution to our research because each of these theory support our

research.

By summing and understanding all of the theories Teachers, researchers can

easily understand the factors affecting the performance in learning calculus among

Grade-11 STEM students at the Asian College of Technology.

Theoretical Framework

INPUT
*Social Cognitive Factors
• Teacher behavior and modeling
• Peer influence and collaboration

PROCESS
*Observation and Modeling
• Students observe and imitate teacher's problem solving strategies
• Interaction with peers to enhance understanding and motivation

OUTPUT
*Enhance Calculus Performance
• Improved understanding and mastery of calculus concepts
• Higher grades and academic achievement in calculus
• Increased problem-solving skills
Figure 1. Theoretical Framework

Statement of the Problem

This study aims to evaluate the factors affecting the performance of Grade-11

STEM students while learning Calculus at the Asian College of Technology.

Specifically, this study sought to answer the following sub-problems

1. What are the factors affecting the performance of Grade-11 STEM students in

terms of:

1.1. Personal Life

1.2. Academics

1.3. Learning Styles

2. What is the Academic Performance of the Grade-11 STEM students in ACT?

3. What are the preferred learning styles of Grade-11 STEM students in terms of

3.1. Visual

3.2. Verbal

3.3. Logical/Mathematical

3.4. Combination

3.5. Social

3.6. Solitary
Significance of the study

This study will provide advice on calculus to all STEM students and teachers

in ACT-IEF and raise awareness about solving calculus. It is beneficial in the

following ways:

Senior High School Students: Seniors in high school. The Senior high school

students who are considered the study's respondents will get an understanding of

the value of calculus. It equips them with analytical thinking, problem-solving skills,

and a deeper understanding of how the world works, preparing them for higher

education in fields such as science, engineering, economics, and technology.

Teachers in Senior High School Students: Teachers are able to assist students

with analysis. They can regularly examine students to determine their areas of

strength and weakness in calculus. Based on the results of these exams, they can

offer students individualized feedback and direction. For pupils who need further

assistance or want tutoring sessions, they can provide calculus principles. To

improve comprehension of calculus concepts, they can promote student participation

in class discussions and problem-solving exercises.

Parents: Parents of seniors in high school have a big role to play in assisting their

kids in identifying the variables influencing how well they learn calculus. Parents may

help their children succeed in school by monitoring progress, communicating with

them on a regular basis, and offering bravery, support, and good study habits.

Parents may assist their children in analyzing the elements influencing their calculus
learning performance and provide the required support for progress by collaborating

with them, providing support, and remaining involved in their education.

Future Researcher: This information can be used as a reference for future

researchers who will conduct related studies.

Scope and Limitations

This study aims to focus on how Grade-11 Students in Science, Technology,

Engineering, and Mathematics affect their Performance in Calculus. This research

study was conducted in the Asian College of Technology, Cyber Tower 1, Alcantara

Street, Sambag I, Cebu City. Furthermore, the data collection was done through an

interview and survey questionnaire.

Only Thirty selected Grade-11STEM Students to be able to partake in the

survey questionnaire and interview, and to guarantee that they’ve experience in

partaking in the subject of Calculus. Due to the circumstance that other strands don't

acquire the subject of Calculus, researchers decided to only pick Grade-11 Science,

Technology, Engineering, and Mathematics as their respondents for this study.

Definition of terms

The following terms used in the study are defined conceptually and/or

operationally to ensure clarity and better understanding.

Asian College of Technology. This refers to the educational institution where the

study is conducted. It represents/shows the specific context within which the factors

affect students in learning basic calculus.

Basic Calculus. This refers to the subject that most of the students find it hard. It

shows the basic learning among the students in this particular subject to make an

assumption about this.

Grade-11.It is the 11th level of Education in the educational STEM, which usually

corresponds to students aged 16 to 17. In our study, it means the second last year

of secondary schooling at the Asian College of Technology (ACT)

Learning. Learning involves the use of knowledge, skills, and understanding of a

certain topic. It refers to a process by which students at ACT gain a deep

understanding of calculus.

Performance. This refers to the level of mastery in understanding demonstrated by

Grade-11 STEM students at ACT in their calculus studies. It can also show factors

such as grades, reading comprehension, deep understanding, and problem-solving

ability with the subject material.

 Chapter 2

REVIEW OF RELATED LITERATURE

In this chapter, the researchers will showcase different literature, studies, and

articles that are relevant to the study. Presenting an in-depth analysis of presents

local and foreign literature The findings will show different cases of factors that affect

the learning growth of students in Calculus, showing what factors affect the student's

learning, and how they affect them. this chapter composes all related literature

connected to our following statements of the problem.

Factors that affect the performance of Grade-11 STEM Students.

Local:

Diona, A. (2019). The Pre-Calculus Performance of Grade 11 Stem Students:

A Basis for Performance-Based Assessment. Ascendens Asia Journal of

Multidisciplinary Research Abstracts, 3(5). Performance-based learning is when

students participate in performing tasks or activities that are meaningful and

engaging. The purpose of this kind of learning is to help students acquire and apply

knowledge, practice skills, and develop independent and collaborative work habits.

The culminating activity or product for performance-based learning is one that lets a

student demonstrate evidence of understanding through a transfer of skills.

This study emphasizes the need for effective performance-based assessment

methods to improve students' understanding of complex concepts in Pre-Calculus.

 Herrera, M, ( 2019)Factors Affecting The Academic Performance Of Grade 11

Students in Calculus. The study determined the factors perceived as affecting the

academic performance in general Mathematics during the first semester, S.Y. 2018-

2019 of the 156 Grade 11 students at the four public senior high schools in Luna

district.

The study determined the effect of the identified factors on the academic

performance in Mathematics of the SHS students in Luna, Apayao. The result

showed that their age and track/strand are significantly related to their academic

performance. Likewise, class size and peer factor or influence are significantly

related to their academic performance.

Giangan, B., Gurat, M. (2023). Perception and academic performance of stem

students in learning calculus. This study aimed to determine the relationship

between academic performance and students’ perceptions of learning Calculus

during distance learning modality. Learning Calculus is part of developing students'

Mathematics skills and abilities towards enhancing STEM education in Senior High

School. Thirty-five (35) STEM students were purposively sampled at a Davao

Region, Philippines public school. These students took up Pre-Calculus and Basic

Calculus during a pandemic.

This study implied the student's learning perceptions in learning calculus

during distance learning modality. This study also shows the challenge of the

student's mathematics skills in learning online/self-learning.

International:

MODULAR DISTANCE LEARNING APPROACH: ITS EFFECT ON

STUDENT’S PERFORMANCE IN PRE-CALCULUS, Benjamar P Abdulmajid,

Midzralyn G Amirul, Alkhaidar H Anni, Nadisa A Bahari, Teresita F Hadjula, Narsima

A Sabbaha, Marjihada H Sakili, Ignatian International Journal for Multidisciplinary

Research 2 (5), 997-1011, 2024. With the new normal that the world is currently

facing, education has become more challenging to face, survive, to continue and

many people have suffered. For the continuity of education and for every school to

still attain its mission and vision which is to provide quality education to every Filipino

learner, the Department of Education implemented Modular Distance Learning. This

study was conducted to examine the effect of the Modular Distance Learning

Approach on Students' Performance in Pre-Calculus, determine the significant

difference in students’ Performance in Pre-Calculus when grouped according to

gender, and determine the factors that can affect student Performance in Pre-

Calculus when engaging while engaging in Modular Distance Learning Approach.

A descriptive method design was used in the study. One intact class

consisting of fifty-nine (59) students in Grade 11 STEM 1-FRUED who are currently

enrolled in Mindanao State University-Sulu Senior High Department was utilized as

the research sample through purposive sampling. A questionnaire checklist was

applied in gathering the data. Mean, frequency counts, percentages, and t-tests for

independent samples were used as the statistical tools.

 Castillo, A. J., Durán, P., Fuller, E., Watson, C., Potvin, G., & Kramer, L. H.

(2022). Student attitudes and achievement in active learning calculus. International

Journal of Mathematical Education in Science and Technology. A study conducted

by the Mathematical Association of America showed that calculus has significant

effects on students’ decision to pursue STEM fields and their attitudes toward

mathematics. Inspired by this large-scale study, the present study sought to deepen

the current understanding of the impact of calculus on student attitudes toward

mathematics. Results of an implementation of the Modeling Practices in Calculus

(MPC) model, an innovative active learning in mathematics (ALM) approach, in

Calculus I at a large, urban, research-intensive (R1) institution are presented. Using

a randomized-control trial research design, students were randomly assigned to

either traditional, lecture-based classrooms or MPC classrooms.

The findings of this study are highly valuable for educators seeking to

enhance calculus education for STEM students. Implementing active learning

techniques and focusing on improving student attitudes can significantly boost both

student performance and engagement in calculus classes.

Geogiopoulos, M., Hagen, S.C., Geiger, C.L., Dagley-Falls, M.A., Islas, A.L.,

Ramsey, P.J.,Lancey, P.M.,Straney, R.A.,Forde, D.S., & Bradbury, E.E. (2011).

Improving student learning in calculus through applications. C.Y. Young. This article

outlines the process used in producing the educational materials for the Apps I and II

courses, and it also discusses the assessment results pertaining to this specific

EXCEL activity. Pre- and post-tests conducted with experimental and control groups
indicate significant improvement in student learning in Calculus II as a direct result of

the application courses.

This study addresses the improvements of STEM students in learning

calculus through applications. This study also discussed that applications can be

also educational material for students, especially in calculus for STEM students.

The Academic Performance of the Grade-11 STEM Students in ACT

Local:

Bendanillo, A., Cansancio, A., Dungog, M., Quezon, M., Rubin, I.S.(2023)

Factors affecting lower academic performance of grade 11 STEM students of ECT

Excellencia Global Academy Foundation Inc.

The main objective of this research was to find out the challenges in

technology-mediated instruction; and its effect on academic performance among

Grade 11 STEM students in Mindanao State University-Sulu. This study focused on

the Challenges encountered on Technology-Mediated Instruction as perceived by

the Grade 11 STEM students from STEM 1 to 5 at MSU-Sulu Senior High School.

This did not include other issues or benefits of Technology-Mediated Instruction to

students out of the target respondents. Additionally, this study was most interesting

not only to the students but also to their teachers, parents, administration, and future

researchers. In this study, the grades of the students were noted, and a checklist

questionnaire was used as a research instrument wherein researchers immersed

themselves in order to investigate if the academic performance of the students is

affected by the challenges in Technology-Mediated Instruction. 2.47% was the total

grand mean for the challenges in Technology-Mediated Instruction which falls on the

scale disagree. 88.38% for the level of academic performance with a verbal

description of very satisfactory. Additionally, for the significant relationship between

the challenges in Technology-Mediated Instruction and academic performance.

The study wants to achieve or find out the challenges in technology-mediated

instruction and how they affect the performance of Science, Technology,

Engineering, and Mathematics(STEM) students.

Casinillo, L., Aure, M.R.K. (2018). Econometric evidence on academic

performance in basic calculus of science, technology, engineering and mathematics

(STEM) senior high students. This study was conducted to evaluate the different

factors affecting the academic performance in Basic Calculus of all senior high

schools enrolled in SY 2017-2018.

This study investigates how various elements, including student background,

instructional quality, availability of educational resources, student attitudes, learning

strategies, and external support systems, influence their success in mastering

Calculus concepts. By identifying these factors, the study aims to provide insights

that can help improve teaching methods, resource allocation, and support

mechanisms to enhance the learning outcomes of students in Calculus.

Tambaoan, S., & Gaylo, D. (2017). Differentiating instruction in a

mathematics classroom: Its effects on senior high school learners’ academic

performance and engagement in basic calculus.

 A quasi-experimental study was conducted to investigate the effects of

differentiated instruction, a strategy that may cater to learners' diversity, towards

their academic performance and engagement in Basic Calculus. It was participated

by sixty Grade 11 learners in the Science, Technology, Engineering, and

Mathematics (STEM) strand of Bukidnon State University Secondary School,

Malaybalay City during the second semester of the school year 2017-2018.

The research addresses the effects of differentiated instructions on stem

students in regard to their academic performance in Calculus. The research aims to

find out the difference between the conventional traditional teaching strategies and a

new differentiated way of teaching strategies in regard to the student's academic

performance.

International:

Hsu, E., Bressoud, D. (2015). Placement and student performance in

Calculus I. Student placement is always only a part of a larger institutional strategy

for ensuring student success.

This study examining the effectiveness of academic support services, such as

tutoring programs or STEM-focused extracurricular activities, in bolstering the

performance and engagement of Grade 11 STEM students could provide valuable

insights into how institutions can tailor their strategies to meet the needs of this

particular student population.

 Shamsatun, N. A., Haslenda, Y., Muhammad, N. A., & Chu, H. H. (2017).

Factors related to student's performance in Calculus. The research was carried out

on 608 diploma students who are taking Calculus, which consists of Pre-Calculus,

Calculus I, Calculus II, and Calculus III. The failure rates for Calculus I and Calculus

II are above 30% for nearly every semester. This research is done to investigate the

factors related to the student’s performance in Calculus. The respondents are the

students in semesters 2, 3, 4, 5, and 6 of Diploma in Mathematical Science and

Diploma in Computer Science, Universiti Teknologi MARA (UiTM) Johor branch,

Segamat. In this paper, the sample size is 180 students selected randomly for each

code of Calculus from semester 2 2014/2015 only. Online questionnaires were

distributed to the students, and ANOVA descriptive analysis was used to analyze the

factors related to the respondents’ performance in Calculus. The result found that

self-effort is the only related factor to the student’s performance in Calculus in this

research.

This research addresses the different factors that can potentially affect

student's academic performance in regard to the subject of Calculus.

Lobos, K., Saez-Delgado, F., Cobo-rendon, R., Norambuena, JM. (2021).

Learning beliefs, time on the platform, and academic performance during the

COVID-19 in university STEM students.

Due to the closure of universities worldwide because of the COVID-19

pandemic, teaching methods were suddenly transformed into an emergency remote

teaching (ERT) modality. Due to the practical nature of STEM courses, students
cannot participate in activities in which manipulating objects is necessary for

accomplishing learning objectives. In this study, we analyze the relationship among

STEM students learning beliefs at the beginning of ERT (T1) with their Learning

Management systems (LMS) time-on-task and their final academic performance (T2)

during the first semester of ERT. We used a prospective longitudinal design. 2063

students (32.3% females) from a university in Chile participated, where the

academic year starts in March and finishes in December 2020. We assessed their

learning and performance beliefs through an online questionnaire answered at the

beginning of the academic period (T1). Then, using learning analytics, time invested

in the CANVAS LMS and the academic performance achieved by students at the

end of the semester (T2) were assessed. The results show that students mainly

stated negative beliefs about learning opportunities during ERT (n = 1,396; 67.7%).

In addition, 48.5% (n = 1,000) of students stated beliefs of “medium” academic

performance for the first semester (T1). Students with lower learning beliefs at T1

spent less time in the LMS during the semester and had a lower academic

performance at T2 than students who had higher learning beliefs at T1. The

implications of these findings on the role of instructors and institutions of higher

education are discussed.

This study addresses the lockdown due to the covid 19 pandemic and how

the Science, Technology, Engineering, and Mathematics (STEM) students affect

their academic performance due to the COVID-19 pandemic.

The Preferred Learning Styles of Grade-11 STEM Students

Local:

Cabual, R.A. (2021). Learning styles and preferred learning modalities in the

new normal. Open access library journal, 8: e7305. This process is an event that

leads to a specific outcome. Understanding will not be accomplished if challenges

will cause the learning process to be delayed or stopped. A successful learning plan

will resolve these challenges, resulting in learning that is personalized to the

learner's needs.

Every student has a different learning method or learning style that works for them.

Some individuals identify their primary learning styles, while some individuals use

others' styles depending on the circumstances.

Etcuban, J., Daculara Jr, C., Cutab, M., Lapiña, S., & Campanilla, B. (2024).

Attitudes and Performance of Grade 11 Students in Pre-Calculus Using Strategic

Intervention Material. Journal of Mathematics and Statistics Studies, 5(2), 01-12.

The study concluded that using SIM in Pre-Calculus as instructional support

significantly affected the student's performance in Pre-Calculus, which is effective in

learning the subject. The proposed intervention plan was recommended to be

implemented, monitored, and evaluated to boost the math performance of the Grade

11 senior high schools.

This study addresses the importance of key ideas and techniques that help

students learn basic calculus, This study also implies that attitudes in learning basic

calculus are important like confidence in learning the subject, and attitude toward

success.
International:

Altun, H. & Serin, O. (2019). Determination of learning styles and

achievements of talented students in the fields of science and mathematics. Cypriot

Journal of Educational Sciences. 14(1), 080 - 089. The purpose of this study is to

determine the distribution of talented students’ course achievements in the fields of

mathematics and science, according to the learning styles. A general screening

method was used in this research.

This study emphasizes that positive and effective learning gains are almost

impossible to achieve if students are not actively engaged with the learning

performance of the students. Students are more engaged if the learning process

matches their learning styles.

Orhun, N. (2012). The relationship between learning styles and achievement

in calculus course for engineering students. Procedia-Social and Behavioral

Sciences, 47, 638-642. The purpose of this study is to raise the success level of the

engineering students in calculus course which is an essential course in engineering

education. Therefore it has been analyzed whether the success depends on the way

of learning style or not.

this study emphasizes the importance of different learning styles of students.

As this study indicates a huge factor in affecting the performance of learning

Calculus, is the individuals’ ability to learn and interact might increase if the suitable

condition had been met, also there are plenty of factors affecting the formation of

learning, One of the factors is personal characteristics.

 Cardino, J. M., & Cruz, R. a. O. D. (2020). Understanding of learning styles

and teaching strategies towards improving the teaching and learning of

mathematics. This study was conducted to analyze the influence of learning styles

and teaching strategies on academic performance in mathematics. Surveys were

conducted on 277 randomly selected grade 9 students and five purposely sampled

mathematics teachers.

Findings reveal that most of the student-respondents have a combination of

dependent, collaborative, and independent learning styles. Multiple regression

analysis indicates that among the learning styles, only the independent style has a

significant influence on the academic performance of grade 9 students. Four

teaching strategies including cooperative learning, deductive approach, inductive

approach, and integrative approach, were found to have a significant influence on

academic performance. By understanding the learning styles of students, teachers

will be guided in designing different strategies to help students enhance learning for

their improved performance in mathematics.

The study aims to provide detailed information on the preferred learning

styles used by students in learning Basic Calculus and guide students on what

preferred learning styles suit them in learning calculus for a better learning

experience and efficient learning.

Hatami, S.(2012). Learning Styles. Oxford University Press. This study

examines the efficacy of learning style assessment in instruction. It seeks to

ascertain whether learning outcomes can be improved by pairing students with

suitable teaching approaches based on assessments of their learning styles.

Understanding their preferred method of learning can help to improve math learning

results and create a more lively and productive environment.

In order to better meet the preferences of students and improve their

comprehension and retention of STEM topics, this study investigates the

implementation of learning styles evaluation in STEM education.

Conclusion:

To conclude, the literature review conducted in this chapter provides a

comprehensive overview of what factors that influence student learning growth in

Calculus. It has highlighted the complicated and diverse nature of students’ learning

processes thus revealing many factors which interact to affect their ability to learn

and do well in mathematics.

The findings from this review also suggest that more nuanced and innovative

strategies are needed to support calculus students’ learning and other processes.

Current state of knowledge about these variables was discussed by this research

hence it will be possible to conduct subsequent studies for a deeper understanding

of how factors affect student performance in the area of calculus.

This study seeks to delve into how these factors relate with the academic

progress of learners. These findings can be used as a basis for coming up with
evidence-based measures aimed at improving the performance of students

undertaking calculus courses thereby benefiting both learners, instructors, and policy

makers as well.