PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Two birds, one instruction type: The relation between students’ affective learning gains and content assessmentscores
Page: 458
The learning of mathematics is a complex phenomenon that is influenced by both cognitive and affective factors. Little is known about the relationship between students’ affective and cognitive outcomes, as much work focuses on one or the other, but not the intersection of the two. Therefore, this study examines the relationship between students’ affective learning gains as reported on the SALG survey and their content assessment scores for differential equations courses. The goal was to determine if there was a relationship and then investigate if this relationship held for male and female students, as well as those in inquiry-oriented classes. Mixed linear models were used to examine this relationship, while simultaneously taking into account the nesting of students within instructors. Results showed there are some significant relationships between affective learning gains and content assessment scores, but these relationships are not consistent across sub-groups by gender nor instruction type.