Open in a separate window. Methods We collected data using two surveys administered during the CSPCC study to specifically investigate student beliefs and attitudes about mathematics among the Calculus I student population.
Table 2 Dependent variables. When studying Calculus I in a textbook or in course materials, I tend to: Pre 2. My score on my mathematics exam is a measure of how well: Pre 1.
How certain are you in what you intend to do after college? Pre 3. The primary role of a mathematics instructor is to: Pre 2. For me, making unsuccessful attempts when solving a mathematics problem is: Pre 2. My success in mathematics primarily relies on my ability to: Pre 2. Table 3 Student demographics for Fall by percentages. Discussion As noted earlier in this work, research has consistently indicated that the affective aspects of student non-cognitive factors such as attitudes, beliefs, confidence, enjoyment, desires, and other underlying beliefs have an impact on STEM persistence Burtner ; Chang et al.
Acknowledgements Not applicable Funding Not applicable. Competing interests The authors declare that they have no competing interests. Contributor Information Xiangming Wu, Email: ude. The use of discriminant analysis to investigate the influence of non-cognitive factors on engineering school persistence.
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The effects of different versions of a gateway STEM course on student attitudes and beliefs
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For me, making unsuccessful attempts when solving a mathematics problem is:. Rather than reacting to preconceived notions, each person can learn how to resolve their disagreements with others in a healthy, productive manner. With several locations throughout Illinois, Gateway Foundation has the resources to help you or someone you love start healing. We offer numerous levels of care and customized addiction treatment options, including:.
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