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ERIC Number: ED467772
Record Type: RIE
Publication Date: 2001-Dec
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Are Quantitatively-Oriented Courses Different? IDEA Research Report.
Hoyt, Donald P.; Perera, Subashan
This study examined classes at a university within each of four disciplines that differed in the degree to which they emphasized mathematical/quantitative skills. The disciplines were: (1) Social/Behavioral Sciences; (2) Business; (3) Physical Sciences; and (4) Applied Mathematics. A number of distinctive characteristics were found for each course. Overall, those teaching classes emphasizing mathematics/quantitative skills are more likely than counterpart classes in similar disciplines to have poorly motivated students who regard their courses as difficult and demanding and who offer relatively negative evaluations of the course, its instructor, and course outcomes. However, these conclusions vary with the discipline. In Physical Science classes, in particular, students not only were significantly less motivated than those in the other three disciplinary groups, but they also reported working harder. It seems probably that the lower motivation of students in classes that emphasize mathematics and quantitative skills reflect a lack of confidence students express in their mathematics background. An appendix contains tables of study data. (Contains 14 tables.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Kansas State Univ., Manhattan. Center for Faculty Evaluation and Development in Higher Education.
Note: Contains light print.