An exploratory pilot study of mathematics performance patterns: visual art students vs. non-art students

Area of Science:

• Educational Psychology
• Cognitive Science
• Comparative Education

Background:

• Mathematics performance is crucial for academic success.
• Understanding factors influencing performance differences between student groups is essential.
• Artistic training's impact on non-artistic academic skills requires investigation.

Purpose of the Study:

• To identify preliminary patterns in mathematics performance between art and non-art students.
• To longitudinally compare mathematics scores across four semesters.
• To explore gender-specific differences in mathematics achievement.

Main Methods:

• Longitudinal comparative study design.
• Independent samples t-tests with Bonferroni correction for group comparisons.
• Pearson correlation, ANCOVA, and trend analysis for score consistency, gender effects, and longitudinal changes.

Main Results:

• Non-art students consistently scored higher in mathematics than art students.
• Statistically significant differences were observed in Semester 3, driven by female students.
• Both groups showed similar upward performance trends, but the score gap remained stable.

Conclusions:

• Persistent mathematics performance disparities exist between art and non-art students.
• Gender significantly moderates the mathematics performance gap, with females showing greater differences.
• Targeted academic support may be necessary for art students to balance artistic and academic development.