Assessment of Numeracy in Sports and Exercise Science Students at an Australian University

Autor/inn/en	Green, Simon; McGlynn, Susan; Stuart, Deidre; Fahey, Paul; Pettigrew, Jim; Clothier, Peter
Titel	Assessment of Numeracy in Sports and Exercise Science Students at an Australian University
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 4, S.571-587 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1396625
Schlagwörter	High School Students; Mathematics Education; Numeracy; Mathematics Tests; Undergraduate Students; Self Concept; Rating Scales; Scores; Exercise Physiology; Sports Medicine; Correlation; Statistical Analysis; Mathematics Skills; Foreign Countries; Student Surveys; Student Attitudes; Help Seeking; Graphs; Algebra; Mathematics Achievement; Australia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Rechenkompetenz; Selbstkonzept; Rating-Skala; Sportphysiologie; Sportmedizin; Korrelation; Statistische Analyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Schülerbefragung; Schülerverhalten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Grafische Darstellung; Mathmatics sikills; Mathematical ability; Australien
Abstract	The effect of high school study of mathematics on numeracy performance of sports and exercise science (SES) students is not clear. To investigate this further, we tested the numeracy skills of 401 students enrolled in a Bachelor of Health Sciences degree in SES using a multiple-choice survey consisting of four background questions and 39 numeracy test questions. Background questions (5-point scale) focused on highest level of mathematics studied at high school, self-perception of mathematics proficiency, perceived importance of mathematics to SES and likelihood of seeking help with mathematics. Numeracy questions focused on rational number, ratios and rates, basic algebra and graph interpretation. Numeracy performance was based on answers to these questions (1 mark each) and represented by the total score (maximum = 39). Students from first (n = 212), second (n = 78) and third (n = 111) years of the SES degree completed the test. The distribution of numeracy test scores for the entire cohort was negatively skewed with a median (IQR) score of 27(11). We observed statistically significant associations between test scores and the highest level of mathematics studied (P < 0.05), being lowest in students who studied Year 10 Mathematics (20 (9)), intermediate in students who studied Year 12 General Mathematics (26 (8)) and highest in two groups of students who studied higher-level Year 12 Mathematics (31 (9), 31 (6)). There were statistically significant associations between test scores and level of self-perception of mathematics proficiency and also likelihood of seeking help with mathematics (P < 0.05) but not with perceived importance of mathematics to SES. These findings reveal that the level of mathematics studied in high school is a critical factor determining the level of numeracy performance in SES students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01