Exploring determinants of engagement with voluntary mathematics assignments in economics education: a correlational study

Abstract

This article uses data collections from a German university to explore determinants influencing students’ engagement with voluntary weekly mathematics homework assignments tailored for economics. Demographical, social and affective variables were collected from approximately 800 students across several years. Unlike engineering or pure mathematics disciplines in Germany, where homework assignments are often mandatory, homework in economics remains optional. The study aims to provide an exploratory insight into which students opt to tackle these voluntary tasks. For this purpose, the collected data were clustered and analyzed using regression analyses. It was found, among other things, that demographic variables such as gender and age influence the decision to engage in voluntary exercise tasks, but, for example, prior knowledge in mathematics inhibits motivation for optional task. The compulsory nature of homework assignments in other subjects made them unsuitable for comparison due to a lack of heterogeneity. Therefore, this research contributes to the Mathematics for Economists research, underscoring economics students’ unique dynamics and decision-making processes.