Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico
This study examines pseudoscientific beliefs among university students, focusing on gender and faculty differences at a private university in northeastern Mexico. Data were collected from 794 students (38% male, 62% female) across six academic disciplines using the Pseudoscience Endorsement Scale (P...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-04-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/4/483 |
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| author | José Antonio Azuela Wendy Xiomara Chavarría-Garza Osvaldo Aquines-Gutiérrez Ayax Santos-Guevara Humberto Martínez-Huerta |
| author_facet | José Antonio Azuela Wendy Xiomara Chavarría-Garza Osvaldo Aquines-Gutiérrez Ayax Santos-Guevara Humberto Martínez-Huerta |
| author_sort | José Antonio Azuela |
| collection | DOAJ |
| description | This study examines pseudoscientific beliefs among university students, focusing on gender and faculty differences at a private university in northeastern Mexico. Data were collected from 794 students (38% male, 62% female) across six academic disciplines using the Pseudoscience Endorsement Scale (PES). Statistical analyses included the Kruskal–Wallis test to assess group differences and the Wilcoxon rank sum test for pairwise comparisons. Results revealed significant gender differences (<i>p</i> < 0.001), with female students scoring higher. Scores also varied significantly across faculties (<i>p</i> < 0.001), with students in Business and Arts, Architecture, and Design exhibiting the highest levels of endorsement of pseudoscientific beliefs. In contrast, those in Engineering and Technology scored the lowest. These findings underscore the need for targeted educational interventions to mitigate pseudoscientific beliefs and enhance students’ understanding of STEM fields. The study aligns with the United Nations’ Sustainable Development Goal 4, which advocates for inclusive, equitable, and quality education that fosters critical thinking and lifelong learning. It emphasizes the importance of accounting for gender and academic background when addressing students’ belief systems. |
| format | Article |
| id | doaj-art-223e77fe4f424e9fb36c3fd1b273bffb |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-223e77fe4f424e9fb36c3fd1b273bffb2025-08-20T02:28:28ZengMDPI AGEducation Sciences2227-71022025-04-0115448310.3390/educsci15040483Assessment of Pseudoscientific Beliefs Among University Students in Northeastern MexicoJosé Antonio Azuela0Wendy Xiomara Chavarría-Garza1Osvaldo Aquines-Gutiérrez2Ayax Santos-Guevara3Humberto Martínez-Huerta4Department of Physics and Mathematics, Universidad de Monterrey, Avenida Morones Prieto 4500, San Pedro Garza García 66238, NL, MexicoDepartment of Physics and Mathematics, Universidad de Monterrey, Avenida Morones Prieto 4500, San Pedro Garza García 66238, NL, MexicoDepartment of Physics and Mathematics, Universidad de Monterrey, Avenida Morones Prieto 4500, San Pedro Garza García 66238, NL, MexicoDepartment of Physics and Mathematics, Universidad de Monterrey, Avenida Morones Prieto 4500, San Pedro Garza García 66238, NL, MexicoDepartment of Physics and Mathematics, Universidad de Monterrey, Avenida Morones Prieto 4500, San Pedro Garza García 66238, NL, MexicoThis study examines pseudoscientific beliefs among university students, focusing on gender and faculty differences at a private university in northeastern Mexico. Data were collected from 794 students (38% male, 62% female) across six academic disciplines using the Pseudoscience Endorsement Scale (PES). Statistical analyses included the Kruskal–Wallis test to assess group differences and the Wilcoxon rank sum test for pairwise comparisons. Results revealed significant gender differences (<i>p</i> < 0.001), with female students scoring higher. Scores also varied significantly across faculties (<i>p</i> < 0.001), with students in Business and Arts, Architecture, and Design exhibiting the highest levels of endorsement of pseudoscientific beliefs. In contrast, those in Engineering and Technology scored the lowest. These findings underscore the need for targeted educational interventions to mitigate pseudoscientific beliefs and enhance students’ understanding of STEM fields. The study aligns with the United Nations’ Sustainable Development Goal 4, which advocates for inclusive, equitable, and quality education that fosters critical thinking and lifelong learning. It emphasizes the importance of accounting for gender and academic background when addressing students’ belief systems.https://www.mdpi.com/2227-7102/15/4/483genderpseudoscienceuniversity studentsinclusive education |
| spellingShingle | José Antonio Azuela Wendy Xiomara Chavarría-Garza Osvaldo Aquines-Gutiérrez Ayax Santos-Guevara Humberto Martínez-Huerta Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico Education Sciences gender pseudoscience university students inclusive education |
| title | Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico |
| title_full | Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico |
| title_fullStr | Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico |
| title_full_unstemmed | Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico |
| title_short | Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico |
| title_sort | assessment of pseudoscientific beliefs among university students in northeastern mexico |
| topic | gender pseudoscience university students inclusive education |
| url | https://www.mdpi.com/2227-7102/15/4/483 |
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