Testing a Sequenced Values Reflection Intervention Promoting Quantitative Reasoning Skills and Self-Efficacy Beliefs

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Learning in Context: Cognitive, Motivational, and Technological Pathways Across Diverse Educational Landscapes

Abstract

Emphasis on and promotion of quantitative reasoning skills in college curricula continue to increase; yet such emphasis may impose unequal challenges for first-generation learners. We integrated a values reflection intervention designed to promote data-based skills with 45 students enrolled in a data literacy course; 43 students also enrolled in the course were matched to the intervention group. Using Bayesian path modeling, we found that completion of the intervention was associated with stronger data literacy self-efficacy, data-informed decision-making, and course achievement for all students. First-generation students completing the intervention obtained course grades that did not differ from their non-first-generation peers. We contextualize these findings to multidimensional, resource-based views of first-generation learners and discuss implications for the promotion of quantitative reasoning.

Authors

• Megan Hut, West Virginia University

• D. Jake Follmer, West Virginia University