Connecting Learning in Higher Education to Students' Career and Personal Interests

Abstract

This study tested whether a utility value intervention focused on the relevance of math to STEM careers and popular culture interests influenced interest and performance in mathematics. The population studied was college students enrolled in integrated/corequisite algebra courses. In each course, intervention was implemented to see if connecting algebra to careers and personal interests would increase students' mathematical knowledge, math interest, and STEM career interest. There were four conditions: students who wrote algebra problems based on their career interests, students who wrote algebra problems based on their popular culture interests, students who solved algebra problems based on their career interests, and students who received business-as-usual instruction. Posing problems about careers was most beneficial for math learning, while solving problems about careers was most beneficial for math and career interest. Posing interest-based problems allowed for rich discussions to take place in the classroom. Theoretical and practical implications are discussed.