An investigation of how perceptions of mathematics ability can affect elementary statistics performance

This study investigates the effects of perceived mathematics ability (PMA) on the learning process with special reference to 147 undergraduates following an elementary statistics (ES) course. A model incorporating PMA together with aptitude, effort put in, expected grade, motivation to do well and interest in the subject, which are deemed to be either directly or indirectly associated with performance, is developed. PMA itself is not a good predictor of ES performance, rather its effect may be channelled through interest, expected grade and motivation to do well in ES. Low perception in mathematics ability impedes effort put forth when learning ES. The influence of PMA on ES performance is likely to be the consequence of the belief that mathematics is essential to learn ES.