Nutrition students and mathematics: Competent but not confident

Karin M Clark; Audrey Cooke; Anthony P James; Rhiannon E Halse

doi:10.11157/fohpe.v21i1.356

Authors

Karin M Clark Curtin University http://orcid.org/0000-0002-0812-7079
Audrey Cooke Curtin University http://orcid.org/0000-0003-3350-8735
Anthony P James Curtin University http://orcid.org/0000-0002-0873-3714
Rhiannon E Halse Curtin University http://orcid.org/0000-0002-9365-9060

DOI:

https://doi.org/10.11157/fohpe.v21i1.356

Keywords:

mathematics, nutrition, competence, confidence, disposition, anxiety

Abstract

Aim: To assess skills, competence and disposition of nutrition students towards mathematics.

Methods: A cross-sectional study was conducted at Curtin University, Perth, Western Australia, to assess the numeracy of undergraduate nutrition students enrolled in a level 2 biochemistry unit (n = 40). Primary outcome measures were evaluations of competence when answering discipline-specific questions and students’ confidence and perceived ease and disposition towards mathematics.

Results: The majority of students were competent (mean diagnostic test score = 72%), with only four students scoring below the competence midpoint. However, many students reported low confidence and a high perception of difficulty, indicated by the majority of scores above the line of equality in self-confidence and ease of questions. Furthermore, 30% of students identified as having anxiety related to mathematical understanding and mathematical knowledge below the midpoint.

Conclusions: Results showed a significant proportion of students were not confident with mathematics, despite being competent. Anxiety concerning knowledge and understanding was present in 30% of students. These findings are important for tailoring a numeracy support framework that specifically addresses confidence and disposition towards mathematics to ensure that students can succeed in the mathematical challenges inherent to their course and future nutrition career.

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