The Impact of Computational Labs on Conceptual and Contextual Understanding in a Business Calculus Course

Abstract

This study investigates the impact of computational labs on students' conceptual understanding of calculus in a one-semester Business Calculus course. The computational labs integrated Jupyter Notebook as the modeling tool. Using the Calculus Concept Inventory, quantitative analysis was performed to measure differences in conceptual knowledge between a control and experimental group based on whether the student engaged in computational labs compared to traditional classwork. Qualitative analysis was conducted to understand student perspectives about the value of participating in computational labs during the course. The qualitative data involved student reflections at the end of each lab experience. Although the quantitative analysis did not produce statistically significant results, the qualitative analysis revealed the students perceived the computational labs as beneficial regarding their understanding of the content and practical applications of the material. Notably, the students reported the labs offered a unique way to solve problems, allowed for connections to real-life mathematical situations, and helped to visualize calculus concepts. This paper describes the research project and offers practical applications of computational labs in Business Calculus courses, as well as suggestions for future research.