The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

Abstract

The study reported in this paper aimed to not only understand student attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade.

Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network

“…In the same line, another research found that anxiety levels and motivation in that order were predictor variables of the performance variable ( Suren and Kandemir, 2020 ). Spencer et al (2023) found that self-efficacy was also a predictor variable of overall course grade. In our study, the results obtained have been confirmed using the fundamentals of a classical methodology based on regression analysis and, especially, with the innovative design of artificial neural networks, which have proven to be very useful in the field of educational psychology ( Hwang et al, 2020 ; Martínez-Ramón et al, 2021 ).…”

“…In this sense, it is important that future teachers are trained to consider not only the cognitive components but also the affective domain so relevant for the teaching/learning process of mathematics as stated in different studies ( García-Suárez et al, 2023 ; Spencer et al, 2023 ).…”

“…This aspect can be considered especially relevant since achievements in the field related to the teaching of Mathematics are also fundamental for the achievement of the Sustainable Development Goals (2023) given its applications so relevant to everyday life in addition to other aspects related to the gender perspective and for the achievement of goal number 5 of the United Nations 2030 Agenda for Sustainable Development (gender equality and empowerment of women and girls). This would allow us to design interventions and teaching planning considering the effect of the gender variable and the already known Vygotskian Zone of Proximal Development also considering that, as indicated in the study by Spencer et al (2023) an overconfidence with too easy tasks could also have a negative impact on academic performance. It also allows us to reflect on the importance of the tasks that teachers ask of their students for the acquisition or development of competencies and their feedback in the design of learning situations.…”

“…When we talk about attitudes toward mathematics we are somehow referring to the affective component of the construct ( Geisler et al, 2023 ) that Emmioğlu and Çapa-Aydın (2012 , p. 95) define as a “multidimensional construct that stands for students’ learned predispositions to respond positively or negatively with regard to statistics.” It is necessary not to neglect this non-cognitive component so relevant to the teaching/learning process in Mathematics and Statistics ( García-Suárez et al, 2023 ; Spencer et al, 2023 ). The affective dimension of competencies such as emotional competence is part of the curriculum to be addressed in the teaching/learning processes of mathematics.…”

“… Czocher et al (2020) found in first-year undergraduate students at a German university in some mathematics major (mathematics program and teacher education program) aged 17–33 years, using a gender-balanced sample, that attitudes toward mathematics such as mathematical interest and mathematical self-concept correlated inversely with the risk of academic dropout; to be specific, satisfaction was a mediating variable for both academic interest and academic self-concept. Another study assessed attitudes toward statistics, statistical self-efficacy, task value and task effort using a convenience sample of 189 students, mostly second year engineering students, more than half white, 76.2% male ( Spencer et al, 2023 ). They also found that self-efficacy and affect were predictive variables of overall course grade, although not of course retention.…”