Attitudes toward Statistics Studies Among Students with Learning Disabilities

Lipka, Orly; Hess, Itay

doi:10.5038/1936-4660.9.2.7

Cited by 9 publications

(6 citation statements)

References 14 publications

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“…Some people are hesitant to learn statistics because they are afraid of numbers and formulae, even if they are aware of the relevance and necessity of its usage later [5]. Student awareness of their statistical thinking handicap [6] or the degree of their statistical literacy is key to ensuring that they are aware of their statistical thinking level and understanding. is knowledge would allow them to develop the necessary statistical abilities, tools, and information.…”

Section: Introductionmentioning

confidence: 99%

Arab and Malay Students’ Attitudes toward Statistics and Their Learning Styles: A Rasch Measurement Approach

Fayomi

Mahmud

Algarni

et al. 2022

Mathematical Problems in Engineering

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Students’ learning of statistics has been studied from a variety of angles, and this study is no different. The main purpose is to compare the Malay and Arab students’ attitudes toward learning statistics and their learning styles in understanding statistics. A survey questionnaire and face-to-face interview techniques were used to elicit information from 150 students based on the cohort. They were asked about how they learn to solve statistical problems based on Kolb’s four learning cycles: feeling, reflective observation, thinking, and doing. Attitude responses were numerically recorded based on a five-point Likert scale, while preference for learning styles was recorded as 1 (Do and Feel) or 0 (Watch and Think). Both attitude and learning style data were combined and subjected to Rasch analysis. Results show that a majority of the Arab and Malay students have moderate to high positive attitude toward learning statistics. Generally, students from both cultures are classified as the “Accommodating” type with a preference for doing and feeling from the experience of doing statistical problems. Arab students are classified as the “Assimilating” type with a preference for thinking, reflecting, and learning from observation, while Malay students are classified as the “Converging” type with a preference for thinking and doing statistical exercises.

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Section: Introductionmentioning

confidence: 99%

Arab and Malay Students’ Attitudes toward Statistics and Their Learning Styles: A Rasch Measurement Approach

Fayomi

Mahmud

Algarni

et al. 2022

Mathematical Problems in Engineering

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“…There has been a trend toward using the SATS instruments with both pre-service teachers (e.g., Batanero et al, 2005;Hannigan et al, 2013;Lipka & Hess, 2016;Nasser, 2004) and in-service teachers (e.g., Harshe & Abraham, 2017;Zapata Cardona & Rocha Salamanca, 2011). This is immediately problematic when the pre-or in-service teacher is not currently enrolled in a statistics class, due to the wording of several SATS items (as noted in section 4.3), but there are also other concerns.…”

Section: Use With Teachersmentioning

confidence: 99%

Challenges Associated With Measuring Attitudes Using the Sats Family of Instruments

Whitaker

Unfried

Bond

2022

SERJ

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The Survey of Attitudes Toward Statistics (SATS) is a widely used family of instruments for measuring attitude constructs in statistics education. Since the development of the SATS instruments, there has been an evolution in the understanding of validity in the field of educational measurement emphasizing validation as an on-going process. While a 2012 review of statistics education attitude instruments noted that the SATS family had the most validity evidence, two types of challenges to the use of these instruments have emerged: challenges to the interpretations of scale scores and challenges using the SATS instruments in populations other than undergraduate students enrolled in introductory statistics courses. A synthesis of the literature and empirical results are used to document these challenges.

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“…According to some estimates, up to 15% of students enrolled in higher education have an LD (Bundock et al, 2019;Lipka and Hess, 2016;McMorris et al, 2019). Some studies show extraordinarily little difference in completion rates, but this may be the result of many students with disabilities self-selecting out of the endeavor before ever enrolling.…”

Section: Learning Disabilities In Post-secondary Institutionsmentioning

confidence: 99%

Dyslexia in higher education

Richardson¹

2021

Educ. Res. Rev.

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The number of students with learning disabilities in post-secondary institutions has grown substantially, and those with dyslexia compile the largest subgroup. This study explores the utility conceptualization of dyslexia by analyzing the subjective experiences of 30 students from two 2-year institutions. Interviews confirmed that these students exhibited dyslexic traits, and the study findings indicated that they used a variety of approaches to succeed academically despite a perceived disability. None of the strategies used were related to repairing a phonological deficit. Instead, these students relied on the development of compensatory skills, e.g., internal strengths, to improve experiences and maximize learning performances.

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Attitudes toward Statistics Studies Among Students with Learning Disabilities

Cited by 9 publications

References 14 publications

Arab and Malay Students’ Attitudes toward Statistics and Their Learning Styles: A Rasch Measurement Approach

Arab and Malay Students’ Attitudes toward Statistics and Their Learning Styles: A Rasch Measurement Approach

Challenges Associated With Measuring Attitudes Using the Sats Family of Instruments

Dyslexia in higher education

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