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Study Habits and Attainment in Undergraduate Mathematics: A Social Network Analysis
Version 2 2020-09-25, 14:38
Version 1 2018-08-10, 07:27
journal contributionposted on 2020-09-25, 14:38 authored by Lara AlcockLara Alcock, Paul Hernandez-Martinez, Arun Godwin Patel, David Sirl
In this article, we argue that although mathematics educators are concerned about social issues, minimal attention has been paid to student–student interactions outside the classroom. We discuss social network analysis as a methodology for studying such interactions in the context of an undergraduate course. We present results on the questions: Who studies with whom? What are students’ study habits, and are these systematically related to the habits of those with whom they interact? Do individual and collaborative study habits predict attainment? We discuss the implications of these findings for research on undergraduate learning and on social issues in mathematics education, suggesting that social network analysis may provide a bridge between mathematics education researchers who focus on cognitive and on social issues.
- Mathematics Education Centre
Published inJournal for Research in Mathematics Education
Pages26 - 49
CitationALCOCK, L. ... et al., 2020. Study habits and attainment in undergraduate mathematics: A social network analysis. Journal for Research in Mathematics Education, 51 (1), pp.26-49.
PublisherNational Council of Teachers of Mathematics
- AM (Accepted Manuscript)
Publisher statementThis work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/
NotesThis paper is in closed access.