The effects of different versions of a gateway STEM course on student attitudes and beliefs

International Journal of STEM Education

Table 5 Changes in sample means of students’ beliefs and attitudes

Statement		1A (mean)	E (mean)	NE (mean)	F ratio	df	p value
1. When studying Calculus I in a textbook or in course materials, I tend to:	Pre	2.90	3.05	3.25	3.93	2	0.02
	Post	2.81	2.95	2.77	1.55	2	0.21
2. If I had a choice, I would (/would not) continue taking more mathematics	Pre	2.61	2.98	2.52	9.77	2	0.01
	Post	2.67	2.67	2.35	3.52	2	0.03
3. My score on my mathematics exam is a measure of how well:	Pre	1.92	1.93	1.92	0.0003	2	0.10
	Post	1.97	2.47	2.48	10.78	2	0.01
4. How certain are you in what you intend to do after college?	Pre	3.14	3.09	3.20	0.67	2	0.50
	Post	3.05	3.09	3.09	0.05	2	0.95
5. The primary role of a mathematics instructor is to:	Pre	2.87	2.96	2.92	0.33	2	0.72
5. The primary role of a mathematics instructor is to:	Post	2.96	2.91	2.79	0.76	2	0.47
6. For me, making unsuccessful attempts when solving a mathematics problem is:	Pre	2.42	2.24	2.27	1.46	2	0.23
	Post	2.09	2.27	2.27	1.46	2	0.23
7. My success in mathematics primarily relies on my ability to:	Pre	2.53	2.64	2.64	0.55	2	0.59
	Post	2.68	2.75	2.59	1.06	2	0.35