Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course
AbstractSelf-efficacy is associated with a range of educational outcomes, including science and math degree attainment. Project-based statistics courses have the potential to increase students’ math self-efficacy because projects may represent a mastery experience, but students enter courses with pr...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-01-01
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| Series: | Journal of Statistics and Data Science Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/26939169.2023.2183287 |
| _version_ | 1797243483647377408 |
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| author | Janet E. Rosenbaum Lisa C. Dierker |
| author_facet | Janet E. Rosenbaum Lisa C. Dierker |
| author_sort | Janet E. Rosenbaum |
| collection | DOAJ |
| description | AbstractSelf-efficacy is associated with a range of educational outcomes, including science and math degree attainment. Project-based statistics courses have the potential to increase students’ math self-efficacy because projects may represent a mastery experience, but students enter courses with preexisting math self-efficacy. 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 28 private and public colleges and universities between fall 2018 and winter 2020 (n = 801) using multilevel mixed-effects multivariate linear regression within multiply imputed data with a cross-validation approach (testing n = 508 at 20 colleges/universities). We found that pre-course coding confidence was associated with, respectively, 9 points greater post-course statistical intentions and 10 points greater perceived achievement on a scale 0–100 (0.09, 95% confidence interval (0.02, 0.17), p = 0.02; 0.10, 95% CI (0.01, 0.19), p = 0.04), and that minoritized students have greater post-course statistical intentions than nonminoritized students. These results concur with past research showing the potential effectiveness of the project-based approach for increasing the interest of minoritized students in statistics. Pre-course interventions to increase coding confidence such as pre-college coding experiences may improve students’ post-course motivations and perceived achievement in a project-based course. Supplementary materials for this article are available online. |
| first_indexed | 2024-03-08T17:26:15Z |
| format | Article |
| id | doaj.art-0a5466c86d5e47da8b86cf8244185111 |
| institution | Directory Open Access Journal |
| issn | 2693-9169 |
| language | English |
| last_indexed | 2024-04-24T18:55:50Z |
| publishDate | 2024-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Journal of Statistics and Data Science Education |
| spelling | doaj.art-0a5466c86d5e47da8b86cf82441851112024-03-26T15:27:02ZengTaylor & Francis GroupJournal of Statistics and Data Science Education2693-91692024-01-01321112310.1080/26939169.2023.2183287Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics CourseJanet E. Rosenbaum0Lisa C. Dierker1Department of Epidemiology and Biostatistics, School of Public Health, State University of New York (SUNY) Downstate Health Sciences University, Brooklyn, NYPsychology Department, Wesleyan University, Middletown, CTAbstractSelf-efficacy is associated with a range of educational outcomes, including science and math degree attainment. Project-based statistics courses have the potential to increase students’ math self-efficacy because projects may represent a mastery experience, but students enter courses with preexisting math self-efficacy. 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 28 private and public colleges and universities between fall 2018 and winter 2020 (n = 801) using multilevel mixed-effects multivariate linear regression within multiply imputed data with a cross-validation approach (testing n = 508 at 20 colleges/universities). We found that pre-course coding confidence was associated with, respectively, 9 points greater post-course statistical intentions and 10 points greater perceived achievement on a scale 0–100 (0.09, 95% confidence interval (0.02, 0.17), p = 0.02; 0.10, 95% CI (0.01, 0.19), p = 0.04), and that minoritized students have greater post-course statistical intentions than nonminoritized students. These results concur with past research showing the potential effectiveness of the project-based approach for increasing the interest of minoritized students in statistics. Pre-course interventions to increase coding confidence such as pre-college coding experiences may improve students’ post-course motivations and perceived achievement in a project-based course. Supplementary materials for this article are available online.https://www.tandfonline.com/doi/10.1080/26939169.2023.2183287MathPassion-driven statisticsProgrammingSelf-efficacyStatistics education |
| spellingShingle | Janet E. Rosenbaum Lisa C. Dierker Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course Journal of Statistics and Data Science Education Math Passion-driven statistics Programming Self-efficacy Statistics education |
| title | Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course |
| title_full | Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course |
| title_fullStr | Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course |
| title_full_unstemmed | Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course |
| title_short | Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course |
| title_sort | confidence disparities pre course coding confidence predicts greater statistics intentions and perceived achievement in a project based introductory statistics course |
| topic | Math Passion-driven statistics Programming Self-efficacy Statistics education |
| url | https://www.tandfonline.com/doi/10.1080/26939169.2023.2183287 |
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