KEY MOTIVATORS FOR ENROLLING IN MATH ADVANCED PLACEMENT COURSES

Abstract

This study examined the motivating factors for students to enroll in advanced placement math courses based on the data collected from the 2016 High School Longitudinal Study of 2009 (HSLS:09) by the National Center for Education Statistics (NCES). The key variables reviewed in the study were the students' intrinsic and extrinsic motivational reasons for taking more math courses, math course credit graduation requirements in high school, and whether a parent worked in a STEM career. Intrinsic and extrinsic factors were viewed through the lens of motivation based on their personal successes and future plans compared to influences from school personnel, family, and peers. The study used the student survey to create a subsample of 11th grade students as of the 2012 school year, enrolled in public schools, and who had answered the item regrading whether or not they had taken an AP math course (n = 4996). The results indicated students were more motivated by intrinsic factors compared to extrinsic factors, regardless of sex. Sex differences did play a role when considering extrinsic motivation, after controlling for previous math achievement and socio-economic status. For males, extrinsic motivation factors increased their odds of taking an AP Math course. In addition, students who were enrolled in high schools that required at least three math credits for graduation were more likely to take an AP math course. Lastly, having a parent with a career in a STEM field significantly increased the odds that a student enrolled in AP math courses.