Life Science Majors' Math-Biology Task Values Relate to Student Characteristics and Predict the Likelihood of Taking...

Area of Science:

• Educational Psychology
• Life Sciences Pedagogy
• Quantitative Biology Education

Background:

• Expectancy-value theory posits that task values (interest, utility, cost) drive achievement choices.
• Sociocultural background influences students' task values.
• Little is known about life science majors' perceptions of mathematics within biology (math-biology task values).

Purpose of the Study:

• To assess life science majors' math-biology task values.
• To examine how sociocultural background impacts these values.
• To determine if math-biology task values predict enrollment in quantitative biology courses.

Main Methods:

• Surveyed life science majors on their likelihood of taking quantitative biology courses.
• Assessed interest, utility value, and perceived costs of mathematics in biology.
• Analyzed differences based on gender and first-generation status.

Main Results:

• Students reported high utility value and interest in math for biology, with some perceived costs.
• Women and first-generation students reported more negative math-biology task values than men and continuing-generation students.
• Math-biology task values significantly predicted enrollment in biomodeling and biostatistics courses.

Conclusions:

• Math-biology task values are important predictors of course selection in life sciences.
• Targeted instructional strategies can enhance math-biology task values, particularly for underrepresented groups.
• Improving these values may increase participation in crucial quantitative biology fields.