Life Science Majors’ Math-Biology Task Values Relate to Student Characteristics and Predict the Likelihood of Taking Quantitative Biology Courses

Abstract

Expectancy-value theory of achievement motivation predicts that students’ task values, which include their interest in and enjoyment of a task, their perceptions of the usefulness of a task (utility value), and their perceptions of the costs of engaging in the task (e.g., extra effort, anxiety), influence their achievement and academic-related choices. Further, these task values are theorized to be informed by students’ sociocultural background. Although biology students are often considered to be math-averse, there is little empirical evidence of students’ values of mathematics in the context of biology (math-biology task values). To fill this gap in knowledge, we sought to determine 1) life science majors’ math-biology task values, 2) how math-biology task values differ according to students’ sociocultural background, and 3) whether math-biology task values predict students’ likelihood of taking quantitative biology courses. We surveyed life science majors about their likelihood of choosing to take quantitative biology courses and their interest in using mathematics to understand biology, the utility value of mathematics for their life science career, and the cost of doing mathematics in biology courses. Students on average reported some cost associated with doing mathematics in biology; however, they also reported high utility value and were more interested in using mathematics to understand biology than previously believed. Women and first-generation students reported more negative math-biology task values than men and continuing-generation students. Finally, students’ math-biology task values predicted their likelihood of taking biomodeling and biostatistics courses. Instructional strategies promoting positive math-biology task values could be particularly beneficial for women and first-generation students, increasing the likelihood that students would choose to take advanced quantitative biology courses.

The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics

“…However, life science students are often perceived to be math averse and, therefore, may be less than enthusiastic about taking a calculus course. Although recent work did not demonstrate particularly poor motivational attitudes among life science majors toward the use of mathematics in biology courses, it did reveal a tremendous amount of variation in these attitudes ( Andrews and Aikens, 2018 ). For example, Andrews and Aikens (2018) found that, although the average score for students’ interest in using mathematics to understand biology was 4.5 on a scale from 1 to 7, 1 SD around the mean encompassed values from 2.8 to 6.2.…”

A Curricular Bioinformatics Approach to Teaching Undergraduates to Analyze Metagenomic Datasets Using R

“…While this course had a very small sample size (n = 10), these responses suggest that this approach to using R was positively received by students. Moreover, the students saw a utility in learning R, which research shows may lead to continued interest in participating in mathematical biology experiences (Andrews and Aikens, 2018).…”

“…Many students have taken the minimum mathematics courses required by the state graduation guidelines. In a study of life sciences majors conducted by Andrews and Aikens (Andrews and Aikens, 2018), both females and first generation students exhibited a lower interest in mathematics topics in biology than their counterparts, and females perceived a higher cost associated with doing math in biology than their male counterparts. They also found that students' likelihood of taking a biostatistics class was positively related to their interest and perceived utility of the course.…”

Beyond linear regression: A reference for analyzing common data types in discipline based education research

“…Here, we use modified data from a study that sought to understand life science majors' task values for using mathematics in the context of biology [63]. Specifically, we examine how several characteristics predict whether students report being likely to take an elective mathematical modeling biology course.…”