Table 1 Intervention response frequencies for students rejecting versus endorsing causal claims
From: Causal theory error in college students’ understanding of science studies
Open-ended response categories | Rejected (n = 29%) | Endorsed (71%) |
|---|---|---|
How does no requirement affect future opportunities? | ||
Positively | 24% | 12% |
1Negatively | 7% | 35% |
Neither | 62% | 45% |
Not Sure | 7% | 7% |
Why might taking algebra result in better jobs? | ||
Looks good for jobs | 44% | 27% |
Increases math skills | 27% | 30% |
Learn creative problem solving | 11% | 19% |
Shows college readiness | 7% | 14% |
In what ways might students taking algebra differ from students who don’t take it? | ||
Highly motivated | 20% | 17% |
Higher intelligence | 16% | 16% |
Interested in math/STEM careers | 26% | 24% |
Want to go to college | 13% | 12% |
Parent/peer pressures | 7% | 11% |
Thinking back, why might students in the study have decided to take algebra? | ||
Interested in learning math/careers | 30% | 22% |
To get into college | 4% | 18% |
Required for careers | 14% | 6% |
Thinking back, why might students in the study have decided not take algebra? | ||
Too challenging/difficult | 14% | 22% |
Not related to their field/career | 11% | 8% |
No interest in learning it | 6% | 12% |
Alternative theories explain finding (smarter, college-bound, richer, better schools)? | ||
2Endorsed 3 or 4 | 86% | 60% |
Endorsed two | 7% | 25% |
Endorsed one or none | 6% | 14% |
Does this causal diagram make sense to you (yes/no responses)? | ||
Taking algebra causes better jobs? | 75% | 66% |
Better jobs cause taking algebra? | 3% | 7% |
Being smart causes both? | 90% | 79% |