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Biology Students' Math and Computer Science Task Values Are Closely Linked.

ABSTRACT: Quantitative and computational skills are required of 21st-century biologists. While biology student abilities and attitudes toward math have been studied extensively, less is known about corresponding attitudes toward computer science (CS). It is important to understand how students perceive math and CS subjects and whether those perceptions are linked or operate contradictorily to determine instructional best practices. This study 1) determined biology students' perceptions of math and CS in biological contexts, 2) measured the linkage of those perceptions, and 3) examined additional factors affecting attitudes. Students (N = 272) were surveyed using the original and a CS-adapted version of the Math-Biology Values Instrument to determine interest, perceived utility, and perceived costs toward math and CS in biological contexts. Mixed-effects models were used to determine correlations between task values and investigate effects of exposure to topics and demographic factors. Math and CS values exhibited positive correlations, but utility and cost were more negative for CS, possibly due to less exposure to CS before college, and overall attitudes were influenced by CS background and gender. Given these findings, we make educational recommendations for CS and math exposure early, often, and embedded in the biology curriculum.

SUBMITTER: Caughman AM

PROVIDER: S-EPMC9582834 | biostudies-literature | 2022 Sep

REPOSITORIES: biostudies-literature

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Biology Students' Math and Computer Science Task Values Are Closely Linked.

Caughman Alicia M AM Weigel Emily G EG

CBE life sciences education 20220901 3

Quantitative and computational skills are required of 21st-century biologists. While biology student abilities and attitudes toward math have been studied extensively, less is known about corresponding attitudes toward computer science (CS). It is important to understand how students perceive math and CS subjects and whether those perceptions are linked or operate contradictorily to determine instructional best practices. This study 1) determined biology students' perceptions of math and CS in b ...[more]

PMID: 35759628

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Project description:PurposeAttentional control theory (ACT) posits that elevated anxiety increases the probability of re-allocating cognitive resources needed to complete a task to processing anxiety-related stimuli. This process impairs processing efficiency and can lead to reduced performance effectiveness. Science, technology, engineering, and math (STEM) students frequently experience anxiety about their coursework, which can interfere with learning and performance and negatively impact student retention and graduation rates. The objective of this study was to extend the ACT framework to investigate the neurobiological associations between science and math anxiety and cognitive performance among 123 physics undergraduate students.ProceduresLatent profile analysis (LPA) identified four profiles of science and math anxiety among STEM students, including two profiles that represented the majority of the sample (Low Science and Math Anxiety; 59.3% and High Math Anxiety; 21.9%) and two additional profiles that were not well represented (High Science and Math Anxiety; 6.5% and High Science Anxiety; 4.1%). Students underwent a functional magnetic resonance imaging (fMRI) session in which they performed two tasks involving physics cognition: the Force Concept Inventory (FCI) task and the Physics Knowledge (PK) task.FindingsNo significant differences were observed in FCI or PK task performance between High Math Anxiety and Low Science and Math Anxiety students. During the three phases of the FCI task, we found no significant brain connectivity differences during scenario and question presentation, yet we observed significant differences during answer selection within and between the dorsal attention network (DAN), ventral attention network (VAN), and default mode network (DMN). Further, we found significant group differences during the PK task were limited to the DAN, including DAN-VAN and within-DAN connectivity.ConclusionsThese results highlight the different cognitive processes required for physics conceptual reasoning compared to physics knowledge retrieval, provide new insight into the underlying brain dynamics associated with anxiety and physics cognition, and confirm the relevance of ACT theory for science and math anxiety.

Project description:According to modern expectancy-value theory, students' motivation in school subjects begins to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students' value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), self-concept of ability, and future occupational aspirations based on first graders and 1-year follow-up from seven schools in Helsinki (N = 332; ages = 7 and 8 years; girls = 51%). Results showed that the students who had a high science-related self-concept of ability and intrinsic value tended to perceive low cost of science learning. Science-related self-concept of ability was the most stable construct, while in intrinsic value and cost, there were significant levels of fluctuation across the first and second grades. A high science-related self-concept of ability in the first grade predicted a lower cost value in the second grade, and a high science-related intrinsic value was a marginally significant predictor of future occupational aspirations in science, technology, engineering, and mathematics (STEM). Mean-level differences revealed that the girls' science-related self-concept of ability, intrinsic value, and cost remained the same in both grades, while the boys' self-concept of ability decreased. The girls' mean levels in science-related intrinsic value were higher than those of the boys, while students' self-concept of ability and cost were similar across gender in both grades. A cross-lagged panel model revealed that the girls reported more STEM occupational aspirations than the boys in the second grade, while controlling for the motivational beliefs. In summary, the results indicate that a high-level of science interest in young students predicts STEM occupational aspirations; high girls' intrinsic value in early science education does not steer them away from STEM occupations; boys' task motivation might be at greater risk of decline during early science education.

Dataset Information

Biology Students' Math and Computer Science Task Values Are Closely Linked.

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Biology Students' Math and Computer Science Task Values Are Closely Linked.

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