Perception and experience of non-mathematical (management studies) undergraduates in Sri Lanka towards the interaction with mathematical concepts in their subject disciplines

Abstract

The purpose of this study is to explore the perceptions and experiences of non-mathematical undergraduate (management studies) students in Sri Lanka as they engage with mathematical concepts within their subject disciplines. The research aims to investigate how non-math undergraduates in Sri Lanka perceive their ability to apply mathematical concepts encountered in their subject disciplines and what experiences and challenges faced by non-math undergraduates in Sri Lanka when interacting with mathematical concepts in their subject disciplines. This study employs a mixed-method approach where quantitative data were collected through a structured questionnaire based on Bandura’s Self-Efficacy Theory (1986) and qualitative insights were collected through interviews based on Weiner’s Attribution Theory (2005). The findings reveal patterns in confidence levels, emotional experiences followed by success and failures, motivational factors, and perceived difficulties and challenges, in math learning in university courses, offering valuable implications for improving teaching strategies and academic support systems in non-mathematical disciplines, as well as improving prior math knowledge in secondary school. The study contributes to a better understanding of how cognitive, motivational, and emotional factors influence mathematical engagement in higher education settings.