Athletes to Mathletes: Factors Influencing Student-Athletes Mathematical Experiences Lee Roberson, David Caples, and Wafa Yacoub

Academia’s Concerns for Student-Athletes Less than 5% of all student-athletes compete professionally in their respective sports and they need fundamental skills to survive in the current highly competitive job market (Life After Sports, 2007) Bring to focus student-athletes’ scholastic identity Strengthen and diversify student-athletes’ overall education

Purpose of the Study The president and other members of the National Collegiate Athletic Association (NCAA) made a call to action for academic research to bring the student-athletes’ scholastic identity back into focus across a variety of disciplines.(Powers, 2008) This research is an attempt to initiate such research inquiries

The Research Questions Investigated Is there a statistically significant difference in student athletes attitudes towards mathematics based on their sport, gender, and degree of exposure of mathematics? If so, what is it? Is there a statistically significant relationship between a student-athlete’s support system, authority figures, career goals, and educational experiences and their attitudes and perspectives of mathematics? If so, what is it?

Literature Review Role of Student-Athletes (Maloney & McCormick, 1993; Marx, Huffmon, & Doyle, 2008; Papanikolaou & Alexooulos, 2003) Academic Issues Concerning Student-Athletes (Johnson, 1985; Pascaralla, et al. 1995; ; Whitner & Myers, 1986) Student-Athletes’ Authority Figures (Johnson, 1985; Papanikolaou & Alexooulos, 2003; Simons, et al., 2007)

Literature Review (cont.) Student-Athletes’ Career Goals (Life After Sports, 2007; Stage & Kloosterman, 1995) Student-Athletes’ Educational Experiences (Hannula, 2002; Middleton & Spanias, 1999; Schiefele & Csikszentmihalyi, 1995) Student-Athletes’ Support System (Koller, Baurmert, & Schnabel, 2001; Marx, Huffmon, & Doyle, 2008)

Literature Review (cont.) Interest in Mathematics (Koller & Baumert, 2001) Attitudes towards Mathematics (Hannula, 2002; Middleton & Spanias, 1999) Motivation in Mathematics (Schiefele & Csikszentmihalyi, 1995;)

Description of the Setting & Participants A division one public university in the Rocky Mountain region in the United States 369 student-athletes in inter-collegiate sports 10 different types of sports 17 individual teams 15 teams participated 30 different majors Three levels of Mathematical Experience: Low (61.3%), Medium (35.3%), and High (3.5%) Freshmen (33%), sophomores (24%), juniors (31%), and seniors (12%)

Mathematical Experience Questionnaire Cross sectional survey design Indicated student-athletes’ gender, sport, major, and amount of mathematical experience in the classroom 6-point Likert-type scale  30 statements  Attitudes about mathematics relating to authority figures, career goals, educational experiences, and support systems  1-6 (Strongly Disagree to Strongly Agree)

Methodology Reliability and Validity of Mathematical Experience Questionnaire  Total scale Cronbach’s alpha =.908  Developed by research team Procedure

Theoretical Framework Post-Postivist Approach ◦Quantitative Research ◦Implementation of Survey

Limitations 15 out of 17 teams participated Inability to randomize Definition of Low, Medium, and High mathematical experience Home-made instrument The generalizability may be limited

Implications and Future Research Designing a comparative study to measure mathematical perceptions between athletes and non- athletes students. Study student-athletes’ perspective on other subjects. Gather Qualitative interview data Promote dialogue and research into the student- athletes’ academic identity