Clustering the Attitudes towards Statistics and Technology among Medical Post Graduate Students

Saki, Azadeh; Tabesh, Hamed; Yousefi, Razieh; Khalili, Sanaz

doi:10.9734/bjast/2016/29673

Cited by 4 publications

(8 citation statements)

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“…Overall, this study is one of the few to evaluate the dental students' attitudes towards formal statistics courses. Although dental students tended to perceive statistics learning as difficult, most dental students held neutral or more positive feelings regarding formal statistics courses, which is consistent with previous studies concerning medical students' attitudes 13,14 . This may be attributed to the fact that our university has paid more attention to the cultivation of students' scientific literacy and the growing demand for research capabilities of dentists at all levels of stomatological hospitals in recent years.…”

Section: Discussionsupporting

confidence: 87%

The effect of formal statistical courses attitudes on learning outcomes in a cohort of undergraduate dental students

Yan

et al. 2021

Eur J Dental Education

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Introduction Whilst statistical knowledge is essential for dental students' academic or professional careers, only a few studies have measured the attitudes of these students towards statistics courses. This study aimed to investigate the attitudes of a cohort of dental students towards a formal statistical course and explore the factors that are potentially related to these attitudes. Methods A survey was performed amongst dental students of 2017 entry at Fujian Medical University, China. The questionnaire covers three aspects: demographic characteristics, educational background and attitudes towards formal statistics courses. Results A total of 103 dental students enrolled for the survey, and the response rate was 100.0%. 44.7% of dental students had positive attitudes towards formal statistics courses with an overall average of 25.7 (SD = 2.2, out of 30). Students' computer skills, expectations of course achievement, attention in class and learning atmosphere of the class were significantly associated with the attitudes towards formal statistics courses. Moreover, students with positive attitudes experienced a greater improvement in the statistical cognition and application ability of statistical methods after the course than those with negative/neutral attitudes. Additionally, a positive correlation was observed between students' attitudes and achievement in the examination. Conclusion These results suggest that attitudes are critical to the learning effectiveness in formal statistics courses amongst undergraduate dental students. All the educators involved should monitor the students' attitudes in the teaching process and make effective interventions to improve students' attitudes towards formal statistics courses.

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Section: Discussionsupporting

confidence: 87%

The effect of formal statistical courses attitudes on learning outcomes in a cohort of undergraduate dental students

Yan

et al. 2021

Eur J Dental Education

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“…The original author reported satisfactory reliability scores for the five domains (α ranging from .74 to .90) in their Greek sample, and Saki et al (2016) reported similar reliability scores using their Persian translated version. However, the factor structure of the English language SASTSc has not been validated through confirmatory factor analysis and the measure generally has little research investigating its measurement properties (Nolan et al, 2012).…”

Section: Methodsmentioning

confidence: 86%

“…They found satsifactory reliability across the five subscales (α ranged from .78 to .88), but their confirmatory factor analysis (CFA) provided somewhat mixed results. Saki et al (2016) argue that their model fit is good but their reported statistics (NNFI, CFI, RMSEA) do not meet recommended cut-offs (e.g., Hu & Bentler, 1999). Given the language differences, relatively small sample for a CFA (N = 192), and issues described above, more work establishing the SASTSc's measurement properties is crucial for researchers seeking to examine its five constructs.…”

Section: Students' Attitudes Toward Statistics and Technology Scale (Sastsc)mentioning

confidence: 96%

“…A number of influential researchers have argued that coefficient α is over-used, not measuring what people think it's measuring, and not a very good measure of a scale's reliability because of its strict assumptions (Flora, 2020;McNeish, 2018;Sijtsma, 2009;Yang & Green, 2011). At the time of writing this manuscript, the SASTSc had been cited just over 100 times but the only external psychometric validation project translated the SASTSc into Persian for use with medical students in Iran (Saki et al, 2016). They found satsifactory reliability across the five subscales (α ranged from .78 to .88), but their confirmatory factor analysis (CFA) provided somewhat mixed results.…”

Section: Students' Attitudes Toward Statistics and Technology Scale (Sastsc)mentioning

confidence: 99%

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Psychometric Evaluation of the Students’ Attitudes Toward Statistics and Technology Scale (SASTSc)

Counsell¹,

Rovetti²,

Buchanan³

2021

Preprint

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We sought to evaluate the SASTSc in two samples of students taking a statistics course that incorporates statistical software. The SASTSc was given at two time points, once at the beginning of the semester and then again at the end of the semester. Our evaluation included examining competing factor analytic models, examining convergent validity, test-retest reliability, and assessing internal consistency. Our results in both samples replicate the scale’s proposed factor structure; however, not all items were useful and we propose some changes to the wording of items to improve the scale.

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“…Penalaran statistis merupakan keterampilan kognitif yang penting untuk dikuasai dan itu terkait dengan pengetahuan konten para peserta didik. Lebih lanjut, beberapa penelitian menunjukkan bahwa pengajaran penalaran statistis dapat mempengaruhi prestasi belajar peserta didik (Saki et al, 2016). Mahasiswa calon guru matematika harus memiliki kemampuan penalaran statistis yang mumpuni, sehingga dapat ditularkan ke siswanya (Karatoprak et al, 2015).…”

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Pengembangan Modul Statistika Berbasis Project Based Learning

et al. 2021

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Berdasarkan pengalaman peneliti yang telah mengajar statistika selama 4 tahun, diketahui bahwa materi yang digunakan selama ini berupa buku teks yang sulit dipahami. Kemudian hasil wawancara dengan 9 mahasiswa juga diperoleh informasi, secara umum mereka menyatakan kesulitan dalam memahami materi yang ada di buku ajar. Pembelajaran ini menunjukkan bahwa buku ajar yang ada belum efektif dan efisien, serta berdampak pada hasil belajar yang diperoleh siswa. Penelitian ini bertujuan untuk mengembangkan modul statistik berbasis PjBL. Model pengembangan yang digunakan adalah model Plomp. Penelitian ini sampai tahap prototyping phase. Pada fase preliminary research yang dilakukan adalah menganalisis silabus, buku ajar, karakter mahasiswa, dan wawancara dengan dosen mata kuliah statistika. Sedangkan, fase prototyping, merancang bahan ajar dan divalidasi oleh dua validator. Teknik analisis yang digunakan adalah menghitung persentase produk yang dikembangkan. Hasil penelitian menunjukkan bahwa rata-rata persentase bahan ajar yang dikembangkan pada aspek didaktis, aspek isi, aspek kebahasaan dan aspek tampilan memiliki kriteria sangat valid. Sehingga dapat disimpulkan bahwa bahan ajar yang dihasilkan dalam penelitian ini adalah valid.

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Clustering the Attitudes towards Statistics and Technology among Medical Post Graduate Students

Cited by 4 publications

References 0 publications

The effect of formal statistical courses attitudes on learning outcomes in a cohort of undergraduate dental students

The effect of formal statistical courses attitudes on learning outcomes in a cohort of undergraduate dental students

Psychometric Evaluation of the Students’ Attitudes Toward Statistics and Technology Scale (SASTSc)

Pengembangan Modul Statistika Berbasis Project Based Learning

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