How much students value an introductory statistics course, how value levels change across the term, and how they predict learning

Claudia C. Sutter, Mary C. Tucker, Karen B. Givvin, Chris Hulleman
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Abstract

Motivational processes are a promising avenue for addressing concerns related to interest, persistence, engagement, and learning in STEM courses. We examined changes in utility value in an introductory statistics course overall, by sex and underrepresented racial minority (URM) and tested the relationship between utility value and learning. Data were collected from 810 students, including their perceived utility value of the course, quiz scores, and course grades. Utility value declined from the beginning to the middle of the course. Significant differences were found by URM status, but not by sex. While URM students continued to experience a decline towards the end of the course, White and Asian students did not. Students’ utility value (t3) and their formative assessments (t2 and t3) predicted their final grade. The findings highlight the need for a deeper understanding of short-term relationships between motivation, learning, and performance as well as the ongoing concern for underrepresented groups in STEM.
学生对统计学入门课程的重视程度如何?在整个学期中,价值水平如何变化?他们如何预测学习情况
激励过程是解决STEM课程中与兴趣、坚持、参与和学习相关的问题的一个很有前途的途径。我们通过性别和未被充分代表的少数种族(URM)来检查总体统计学入门课程中效用价值的变化,并测试效用价值与学习之间的关系。从810名学生中收集数据,包括他们对课程的感知效用价值、测验分数和课程成绩。效用值从课程开始到课程中期呈下降趋势。URM状态有显著差异,但性别无显著差异。虽然URM学生在课程结束时继续经历下降,但白人和亚裔学生没有。学生的效用值(t3)和形成性评价(t2和t3)预测了他们的最终成绩。研究结果强调,需要更深入地了解动机、学习和表现之间的短期关系,以及对STEM中代表性不足群体的持续关注。
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