Basic mathematics test predicts statistics achievement and overall first year academic success

Abstract

In the psychology and educational science programs at Ghent University, only 36.1 % of the new incoming students in 2011 and 2012 passed all exams. Despite availability of information, many students underestimate the scientific character of social science programs. Statistics courses are a major obstacle in this matter. Not all enrolling students master the basic mathematical skills needed to pass statistics courses. Therefore, we propose a test that measures these skills. Our aim is to examine the predictive validity of the test with regard to the statistics course and also as to overall academic success. The results indicate that a test of very basic mathematics skills helps identify at-risk students at and before the start of the academic year. The practical implications of these results are discussed. The test aids the efficient use of means for remedial interventions and supports future students in choosing a higher education program that suits their potential

Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics

“…The former result supports research results by Fonteyne et al (2015) in which results of a mathematics test contributed to passing a statistics course. Grades also had an indirect contribution to performance via procrastination.…”

“…The two strongest predictors for good academic performance in statistics, however, are good former grades in mathematics with a bivariate correlation of r = −0.290 and a shared variance of 8.41% between both concepts and procrastination with a bivariate correlation of r = −0.247 and a shared variance of 6.10%. The former result supports research results by Fonteyne et al ( 2015 ) in which results of a mathematics test contributed to passing a statistics course. Grades also had an indirect contribution to performance via procrastination.…”

“…In a sample of psychology students, students' results on the mathematics test but also statistics anxiety were related to success in the mid-term statistics exam. Fonteyne et al ( 2015 ) developed a basic mathematics test for students of psychology and sociology measuring basic skills as for example numerical knowledge, operations with decimal numbers and brackets, fractions, percentages/proportions etc. Achievement in the basic mathematics tests correlated positively with the students' academic achievement including statistics.…”

A Comparison of Probabilistic Reasoning in Psychology Undergraduates in Italy and Spain: Seeking Cross-national Evidence

“…Furthermore, in line with the evaluations carried out on the PISA studies, we could also identify the numerical skills, among the variables that could potentially differentiate between the students of the two countries. Indeed, hardy mathematical abilities are strongly related to probabilistic reasoning (Fonteyne et al, 2015).…”

“…Nevertheless, from the theoretical point of view, many studies have highlighted that the performance in probabilistic reasoning can be related to a multiplicity of other individual dimensions. Among these, visuospatial abilities (Fonteyne et al, 2015), confidence in the correctness of the response (Stankov, Morony, & Lee, 2014 (Macher et al, 2013) and attitudes toward statistics (Bond, Perkins, & Ramirez, 2012) are very relevant.…”