Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

Rima Kriauzienė, Tadas Laukevičius, Aleksandras Krylovas


Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa.
Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity
in seminars and motivation to learn mathematics.
Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics.
It was found that there is no correlation between student opinions about school mathematics courses and result of their first test.
Determine relationship between attendance of exercises and public examinations.
Between the stored type of exam and test results are dependent.
Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficient
Based on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation.
Research limitations/implications—this method is just one of the possible ways of application.
Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences. Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.


estimate of knowledge; teaching mathematics; statistical methods; evaluation tests

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