The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills

(1) Background: this study evaluates the most relevant factors affecting the performance in mathematics of university undergraduates. Precisely, the mathematical background of students. Spanish secondary education provides an opportunity to develop this analysis since students can choose between two...

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Autores principales:	Carlos Arias, Javier Valbuena, Jose Manuel Garcia
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	academic achievement mathematics university secondary education Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/6b2d6b2ce01b4d2b9af2b8419f92a4b3
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spelling	oai:doaj.org-article:6b2d6b2ce01b4d2b9af2b8419f92a4b32021-11-11T18:17:34ZThe Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills10.3390/math92127442227-7390https://doaj.org/article/6b2d6b2ce01b4d2b9af2b8419f92a4b32021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7390/9/21/2744https://doaj.org/toc/2227-7390(1) Background: this study evaluates the most relevant factors affecting the performance in mathematics of university undergraduates. Precisely, the mathematical background of students. Spanish secondary education provides an opportunity to develop this analysis since students can choose between two secondary education tracks with different mathematical content and depth. (2) Methods: a survey was conducted covering personal characteristics, socioeconomic status, academic choices and academic achievement as well as a set of questions aimed to uncover attitudes towards mathematics. Students that show preferences regarding mathematics are prone to choose the track with more mathematical content, creating a potential confusion between training and attitudes towards mathematics. We propose an index of non- cognitive skills related to mathematics to account for this problem. (3) Results: prior background in mathematics plays a role in mathematical performance at university even after correcting for non-cognitive skills related to mathematics. The effects are heterogeneous with respect to gender. (4) Conclusions: choosing a more mathematical-oriented itinerary in secondary education seems to give an edge to students. Our results shed light on the implications associated with the decision of secondary school track choice made by students. Furthermore, they are meant to serve as a guide to improve the design of remedial courses.Carlos AriasJavier ValbuenaJose Manuel GarciaMDPI AGarticleacademic achievementmathematicsuniversitysecondary educationMathematicsQA1-939ENMathematics, Vol 9, Iss 2744, p 2744 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic achievement mathematics university secondary education Mathematics QA1-939
spellingShingle	academic achievement mathematics university secondary education Mathematics QA1-939 Carlos Arias Javier Valbuena Jose Manuel Garcia The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills
description	(1) Background: this study evaluates the most relevant factors affecting the performance in mathematics of university undergraduates. Precisely, the mathematical background of students. Spanish secondary education provides an opportunity to develop this analysis since students can choose between two secondary education tracks with different mathematical content and depth. (2) Methods: a survey was conducted covering personal characteristics, socioeconomic status, academic choices and academic achievement as well as a set of questions aimed to uncover attitudes towards mathematics. Students that show preferences regarding mathematics are prone to choose the track with more mathematical content, creating a potential confusion between training and attitudes towards mathematics. We propose an index of non- cognitive skills related to mathematics to account for this problem. (3) Results: prior background in mathematics plays a role in mathematical performance at university even after correcting for non-cognitive skills related to mathematics. The effects are heterogeneous with respect to gender. (4) Conclusions: choosing a more mathematical-oriented itinerary in secondary education seems to give an edge to students. Our results shed light on the implications associated with the decision of secondary school track choice made by students. Furthermore, they are meant to serve as a guide to improve the design of remedial courses.
format	article
author	Carlos Arias Javier Valbuena Jose Manuel Garcia
author_facet	Carlos Arias Javier Valbuena Jose Manuel Garcia
author_sort	Carlos Arias
title	The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills
title_short	The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills
title_full	The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills
title_fullStr	The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills
title_full_unstemmed	The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills
title_sort	impact of secondary education choices on mathematical performance in university: the role of non-cognitive skills
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/6b2d6b2ce01b4d2b9af2b8419f92a4b3
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The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills

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