Abstract
Quantitative and computational skills are required of 21st-century biologists. While biology student abilities and attitudes toward math have been studied extensively, less is known about corresponding attitudes toward computer science (CS). It is important to understand how students perceive math and CS subjects and whether those perceptions are linked or operate contradictorily to determine instructional best practices. This study 1) determined biology students' perceptions of math and CS in biological contexts, 2) measured the linkage of those perceptions, and 3) examined additional factors affecting attitudes. Students (N = 272) were surveyed using the original and a CS-adapted version of the Math-Biology Values Instrument to determine interest, perceived utility, and perceived costs toward math and CS in biological contexts. Mixed-effects models were used to determine correlations between task values and investigate effects of exposure to topics and demographic factors. Math and CS values exhibited positive correlations, but utility and cost were more negative for CS, possibly due to less exposure to CS before college, and overall attitudes were influenced by CS background and gender. Given these findings, we make educational recommendations for CS and math exposure early, often, and embedded in the biology curriculum.