A Comparison of Students’ Quantitative Reasoning Skills in STEM and Non-STEM Math Pathways

Elrod, Emily; Park, Joo Young

doi:10.5038/1936-4660.13.2.1309

Cited by 3 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This research has exposed the low level of QR amongst the junior secondary school students. This result corroborated the findings of some researchers (Elrod & Park, 2020) that students displayed low level of QR. This deficiency in QR specifies a little level of resilience or proficiency in mathematical capabilities.…”

Section: Discussionsupporting

confidence: 92%

See 1 more Smart Citation

The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria

Awofala¹,

Lawal

2022

JPMK

View full text Add to dashboard Cite

Evidence suggests scarcity of investigations on the relationship between critical thinking (CT) and students’ achievement in quantitative reasoning (QR) in Nigeria. This correlational study adopted a quantitative model to investigate critical thinking skills as correlates of achievement in quantitative reasoning among 1500 junior secondary school students in Lagos State, Nigeria. The study involved three research questions and two valid and reliable instruments {California Critical Thinking Skills Test-Form B (CCTST with KR-20=0.88 and the Quantitative Reasoning Achievement Test (QRAT with KR-20=0.92)} were used for data collection. Data collected were analysed by deploying the statistics of mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis at 5% level of significance. The outcome of the study showed a prevalent shortfall of quantitative reasoning among the junior secondary school students in Lagos State. Results showed statistically weighty associations amid critical thinking and its gauges (analysis, deductive reasoning, inductive reasoning, evaluation, and inference) with students’ quantitative reasoning achievement. In addition, the five gauges or indicators were weighty forecasters of quantitative reasoning achievement among the junior secondary school students. Based on the outcomes of this study, it was recommended that mathematics teachers should abstain from deploying teacher-centered pedagogies that are hostile to students’ comprehension of mathematical concepts and critical thinking. In conclusion, mathematics teachers should endeavour to integrate everyday life experience of the students into the mathematics taught in the classroom to enable purposeful utilization of mathematics. Bukti menunjukkan kelangkaan penyelidikan tentang hubungan antara berpikir kritis (CT) dan prestasi siswa dalam penalaran kuantitatif (QR) di Nigeria. Studi korelasional ini mengadopsi model kuantitatif untuk menyelidiki keterampilan berpikir kritis sebagai korelasi prestasi dalam penalaran kuantitatif di antara 1500 siswa sekolah menengah pertama di Lagos State, Nigeria. Penelitian ini melibatkan tiga pertanyaan penelitian dan dua instrumen yang valid dan reliabel {California Critical Thinking Skills Test-Form B (CCTST dengan KR-20=0.88 dan Quantitative Reasoning Achievement Test (QRAT dengan KR-20=0.92)} digunakan untuk pengumpulan data Data yang terkumpul dianalisis dengan menggunakan statistik mean, standar deviasi, koefisien korelasi product-moment Pearson, dan analisis regresi berganda pada tingkat signifikansi 5%.Hasil penelitian menunjukkan kekurangan penalaran kuantitatif yang lazim di antara sekolah menengah pertama siswa di Negara Bagian Lagos Hasil menunjukkan asosiasi yang berbobot secara statistik di antara berpikir kritis dan pengukurnya (analisis, penalaran deduktif, penalaran induktif, evaluasi, dan inferensi) dengan pencapaian penalaran kuantitatif siswa. prestasi penalaran siswa SMP Berdasarkan hasil penelitian ini, Direkomendasikan bahwa guru matematika harus menjauhkan diri dari menyebarkan pedagogi yang berpusat pada guru yang memusuhi pemahaman siswa tentang konsep matematika dan pemikiran kritis. Kesimpulannya, guru matematika harus berusaha untuk mengintegrasikan pengalaman hidup sehari-hari siswa ke dalam matematika yang diajarkan di kelas untuk memungkinkan pemanfaatan matematika yang bertujuan.

show abstract

Section: Discussionsupporting

confidence: 92%

“…Positioning critical thinking in a course milieu may be a flawless way of learning and teaching it. However, quantitative reasoning (QR) is regarded as a course that requires critical thinking (Elrod & Park, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria

Awofala¹,

Lawal

2022

JPMK

View full text Add to dashboard Cite

show abstract

“…It is in fact reiterated that both of these groups marked a rather low QLR scores. This observation agrees with the results of a study conducted by Elrod and Park (2020). After comparing the quantitative reasoning skills of STEM and non-STEM students, it was found out that although the STEM students had significantly higher QLRA scores, students overall had relatively low QLR skills.…”

Section: 10supporting

confidence: 90%

Quantitative Literacy and Reasoning of Freshman Students with Different Senior High School Academic Background Pursuing STEM-Related Programs

Nick¹

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

This paper investigates the quantitative literacy and reasoning (QLR) of freshmen students pursuing a Science, Technology, Engineering, and Mathematics (STEM)–related degree but do not necessarily have a Senior High School (SHS) STEM background. QLR is described as a multi-faceted skill focused on the application of Mathematics and Statistics rather than just a mere mastery of the content domains of these fields. This article compares the QLR performance between STEM and non-STEM SHS graduates. Further, this quantitative-correlational study involves 255 freshman students, of which 115 have non-STEM academic background from the SHS. Results reveal that students with a SHS STEM background had significantly higher QLR performance. Nevertheless, this difference does not cloud the fact that their overall QLR performance marks the lowest when compared to results of similar studies. This paper also shows whether achievement in SHS courses such as General Mathematics, and Statistics and Probability are significant predictors of QLR. Multivariate regression analysis discloses that achievement in the latter significantly relates to QLR. However, the low coefficient of determination (10.30%) suggests that achievement in these courses alone does not account to the students’ QLR. As supported by a deeper investigation of the students’ answers, it is concluded that QLR indeed involves complex processes and is more than just being proficient in Mathematics and Statistics.

show abstract

“…The NPCE annual report mentions how quantitative reasoning touches upon every aspect of postsecondary education and clarifies that these science courses are chosen for their usefulness for building a “whole student”. Therefore, the selection of these courses are therefore generally geared to meet specific liberal studies curriculum requirements. − However, it is well accepted that nonscience majors enter science classrooms with a good amount of trepidation or fear. They approach learning about the sciences as something that “has to be done”, something that must be endured, to receive their degree.…”

Section: Introductionmentioning

confidence: 99%

Integrating Scientific Communication into the Liberal Arts Science Classroom Using Multiple Learning Strategies

Chant,

Kraemer-Chant

2023

J. Chem. Educ.

View full text Add to dashboard Cite

Colleges throughout the United States typically expect their students to take at least one course in the sciences to fulfill liberal studies curriculum requirements. For nonscience majors, the choice of science class can include introductory chemistry, introductory biology, and astronomy, among others. Based upon interactions both in and out of the classroom, a good number of students in nonscience fields have reservations about taking one of these science courses. By including different types of student-driven mentored scientific communication projects such as poster sessions, fact sheets, and online methods into these courses, science educators can serve to increase student interest in the sciences, decrease final grade dependency on exam scores, mitigate some student concerns regarding their progress in the class, meet the curriculum requirements, assess the students using methods outside of the standard graded exam, and mirror what scientists use every day to learn about and communicate in their own disciplines. In addition, these projects and their associated grading rubrics are adaptable to courses that are taught in a variety of formats and levels (for example, online versus hybrid or primary/secondary versus postsecondary) and allow for a student focus on presenting scientific information in a concise format with minimal time required for instructor assessment.

show abstract

A Comparison of Students’ Quantitative Reasoning Skills in STEM and Non-STEM Math Pathways

Cited by 3 publications

References 0 publications

The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria

The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria

Quantitative Literacy and Reasoning of Freshman Students with Different Senior High School Academic Background Pursuing STEM-Related Programs

Integrating Scientific Communication into the Liberal Arts Science Classroom Using Multiple Learning Strategies

Contact Info

Product

Resources

About