By Janet Rosenbaum (SUNY Downstate Health Sciences University); Lisa Dierker (Wesleyan University)
Self-efficacy is associated with many educational outcomes. This study explored associations between pre-course math confidence and coding confidence with post-course statistical intentions and perceived achievement among students in a project-based statistics course at 29 private and public colleges and universities in Fall 2018 to Winter 2020 (n=917) using multilevel mixed-effects multivariate linear regression within multiply imputed data. Pre-course coding confidence and math confidence were associated with greater post-course statistical intentions (coding confidence coefficient: 0.13, 95% confidence interval (0.08, 0.19)); math confidence coefficient: 0.13, 95% CI (0.07, 0.20)). We found greater pre-course coding confidence is associated with higher post-course perceived achievement (95% CI (0.05, 0.17)). Exploratory analyses suggest the association between pre-course math confidence and post-course perceived achievement may be modified by under-represented minority status. Interventions to increase math and coding confidence and reduce stereotype threat may increase students’ post-course motivations and perceived achievement and reduce racial and ethnic disparities.
- Th-07 - Confidence disparities - Pre-course coding confidence predicts greater statistics intentions and perceived achievement in a project-based introductory statistics course - poster.pdf
- Th-07 - Confidence disparities - Pre-course coding confidence predicts greater statistics intentions and perceived achievement in a project-based introductory statistics course.pdf