How much students value an introductory statistics course, how value levels change across the term, and how they predict learning

Abstract

Motivational processes are a promising avenue for addressing concerns related to interest, persistence, engagement, and learning in STEM courses. We examined changes in utility value in an introductory statistics course overall, by sex and underrepresented racial minority (URM) and tested the relationship between utility value and learning. Data were collected from 810 students, including their perceived utility value of the course, quiz scores, and course grades. Utility value declined from the beginning to the middle of the course. Significant differences were found by URM status, but not by sex. While URM students continued to experience a decline towards the end of the course, White and Asian students did not. Students’ utility value (t3) and their formative assessments (t2 and t3) predicted their final grade. The findings highlight the need for a deeper understanding of short-term relationships between motivation, learning, and performance as well as the ongoing concern for underrepresented groups in STEM.