ArticleJournal of microbiology & biology education2018
Life Science Majors' Math-Biology Task Values Relate to Student Characteristics and Predict the Likelihood of Taking Quantitative Biology Courses.
Article in Journal of microbiology & biology education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- DataVersify: A Framework for Data Literacy Instruction Featuring Scientist Stories.Integrative organismal biology (Oxford, England) · 2026Article
- Student perceptions of supports and barriers for transferring quantitative reasoning in introductory biology lab courses.Journal of microbiology & biology education · 2025Article
- Factors Influencing Student Motivations and Experiences in STEM Course Office Hours.CBE life sciences education · 2025Article
- Investigating Student Noticing of Quantitative Reasoning in Introductory Biology Labs.CBE life sciences education · 2025Article
- Quantitative Biology at Community Colleges, a Network of Biology and Mathematics Faculty Focused on Improving Numerical and Quantitative Skills of Students.CBE life sciences education · 2023Article
- Biology Students' Math and Computer Science Task Values Are Closely Linked.CBE life sciences education · 2022Article
- Understanding Student Characteristics in the Development of Active Learning Strategies.Medical science educator · 2022Article
- The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty.Journal of microbiology & biology education · 2021Article
- The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics.CBE life sciences education · 2021Article
- The student-centered classroom: the new gut feeling.FEMS microbiology letters · 2020Article
- A Curricular Bioinformatics Approach to Teaching Undergraduates to Analyze Metagenomic Datasets Using R.Frontiers in microbiology · 2020Article
- Community College Instructors' Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts.CBE life sciences education · 2019Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Expectancy-value theory of achievement motivation predicts that students' task values, which include their interest in and enjoyment of a task, their perceptions of the usefulness of a task (utility value), and their perceptions of the costs of engaging in the task (e.g., extra effort, anxiety), influence their achievement and academic-related choices. Further, these task values are theorized to be informed by students' sociocultural background. Although biology students are often considered to be math-averse, there is little empirical evidence of students' values of mathematics in the context of biology (math-biology task values). To fill this gap in knowledge, we sought to determine 1) life science majors' math-biology task values, 2) how math-biology task values differ according to students' sociocultural background, and 3) whether math-biology task values predict students' likelihood of taking quantitative biology courses. We surveyed life science majors about their likelihood of choosing to take quantitative biology courses and their interest in using mathematics to understand biology, the utility value of mathematics for their life science career, and the cost of doing mathematics in biology courses. Students on average reported some cost associated with doing mathematics in biology; however, they also reported high utility value and were more interested in using mathematics to understand biology than previously believed. Women and first-generation students reported more negative math-biology task values than men and continuing-generation students. Finally, students' math-biology task values predicted their likelihood of taking biomodeling and biostatistics courses. Instructional strategies promoting positive math-biology task values could be particularly beneficial for women and first-generation students, increasing the likelihood that students would choose to take advanced quantitative biology courses.
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Registered trials
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