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Adaptive Individual Differences in Math Courses

Author

Listed:
  • Maura A. E. Pilotti

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

  • Hanadi Abdelsalam

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

  • Farheen Anjum

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

  • Imad Muhi

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

  • Sumiya Nasir

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

  • Ibtisam Daqqa

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

  • Gunner D. Gunderson

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

  • Raja M. Latif

    (College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia)

Abstract

A higher education that can be defined as sustainable ensures the acquisition of competencies that are necessary to address the current and future needs of the society in which it exists. Because math competencies are an essential component of college students’ academic and professional success, poor performance outcomes are particularly problematic in the context of an education that aims to be sustainable. This research sought to identify dispositions that are predictive of math performance in the post-pandemic world to develop an early detection system for at-risk students of an understudied population (college students of Middle Eastern descent from Saudi Arabia). It specifically targeted female and male students in STEM or non-STEM majors who were enrolled in a math course of the general education curriculum. During the second semester of a return to entirely face-to-face instruction, their self-efficacy, math learning anxiety, math evaluation anxiety, and preference for morning or evening study activities were surveyed. In the post-pandemic world of this understudied population, the math performance of STEM male and female students was hurt by concerns about learning math. The math performance of non-STEM male students benefited from self-efficacy, whereas that of non-STEM female students was unaffected by any of the dispositions surveyed in the present investigation. These findings suggest that individual difference measures can inform early interventions intended to address performance deficiencies in selected groups of students with the overreaching goal of ensuring a sustainable education for all.

Suggested Citation

  • Maura A. E. Pilotti & Hanadi Abdelsalam & Farheen Anjum & Imad Muhi & Sumiya Nasir & Ibtisam Daqqa & Gunner D. Gunderson & Raja M. Latif, 2022. "Adaptive Individual Differences in Math Courses," Sustainability, MDPI, vol. 14(13), pages 1-14, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:8197-:d:856081
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    References listed on IDEAS

    as
    1. Engelhardt, Bryan & Johnson, Marianne & Meder, Martin E., 2021. "Learning in the time of Covid-19: Some preliminary findings," International Review of Economics Education, Elsevier, vol. 37(C).
    2. Mohammad Nurunnabi, 2017. "Transformation from an Oil-based Economy to a Knowledge-based Economy in Saudi Arabia: the Direction of Saudi Vision 2030," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 8(2), pages 536-564, June.
    3. Hanadi Mohamed AbdelSalam & Maura A. E. Pilotti & Omar J. El-Moussa, 2021. "Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction," Sustainability, MDPI, vol. 13(21), pages 1-12, November.
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    Cited by:

    1. Maura A. E. Pilotti & Khadija El Alaoui & Hanadi M. Abdelsalam & Rahat Khan, 2023. "Sustainable Development in Action: A Retrospective Case Study on Students’ Learning Before, During, and After the Pandemic," Sustainability, MDPI, vol. 15(9), pages 1-17, May.

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