Changes in Students’ Attitudes Towards Econometrics during and Introductory Course: Are There Any Gender Differences?

Abstract

[eng] The current job market demands professionals with knowledge and skills related to data analysis. However, many students in Social Sciences, including Economics, have difficulties when dealing with subjects of quantitative methods, such as econometrics. It can harm their employability and be more problematic for women, who tend to show less interest in STEM subjects than men. Previous research has shown that students’ attitudes affect their ability to acquire content and skills. Positive attitudes can improve different aspects of their learning, such as their performance, the ability to use what they have learned in the future, and their chances of furthering their study of the subject. Since econometrics is the dominant subject related to data analysis in undergraduate studies of Economics, this study aims to investigate students' attitudes towards econometrics throughout the course and its relationship with gender. There is a significant lack of research on these issues in the field, and this study is the first to analyse the differences in the attitudinal dimensions from the beginning to the end of the course and their relationship with gender. Results reveal gender differences in attitudes and their evolution and that the changes in the attitudinal components throughout the course are neutral or negative.