The examination of the cross-curricular content within the Ontario grade 12 university level mathematics curriculum and its impact on students preparing for future studies in the STEM field

Abstract

This study explores the perspectives of Grade 12 students in Ontario regarding the cross-curricular STEM (Science, Technology, Engineering, and Mathematics) content within the Advanced Functions (MHF4U), Calculus and Vectors (MCV4U), and Data Management (MDM4U) courses. The research assesses university students' past experiences with Grade 12 cross-curricular elements of these courses and their perceptions of how the curriculum prepared them for STEM studies they are currently pursuing at the university level. A mixed-methods approach with quantitative and qualitative research methods was employed, utilizing an online survey distributed to Ontario STEM university students through their professors and STEM departments. The survey collected 364 responses, with 95 deemed suitable for analysis. Participants rated their experiences with STEM content in each Grade 12 course on a Likert scale from 1 to 5, as well as the perceived effectiveness of the courses in preparing them for STEM studies. For experience ratings, 1 indicated very limited cross-curricular content, and 5 indicated abundant cross-curricular content. For effectiveness ratings, 1 indicated preparation, and 5 indicated substantial preparation. The average experience ratings were 3.41 for Advanced Functions, 3.55 for Calculus and Vectors, and 3.49 for Data Management, while the effectiveness ratings were 3.36, 3.71, and 3.60, respectively. ANOVA test results revealed no statistically significant differences in experience ratings across the courses. However, significant differences were found in effectiveness ratings, with Advanced Functions being the reason and achieved the lowest average rating. Qualitative responses aligned closely with quantitative findings, offering additional insights into students' experiences with cross-curricular content, the impact on their STEM studies, and suggestions for improvement. The findings reveal both strengths and areas for development in Ontario's Grade 12 university-level mathematics curriculum. These results suggest opportunities for curriculum revision, including enhanced cross-curricular learning components and improved alignment with students' needs when pursuing STEM-related university pathways. A key strength of the Grade 12 university-level mathematics curriculum lies in its emphasis on developing foundational mathematical skills crucial for university STEM studies. This finding is supported by detailed qualitative responses analyzing each Grade 12 university-level mathematics course. However, an area for enhancement lies in addressing the perceived gaps in the effectiveness of Advanced Functions, particularly the need to align the contents with the demands of university-level STEM programs.