Individualized Statistics Coursework Using Spreadsheets

Hunt, Neville

doi:10.1111/j.1467-9639.2007.00254.x

Cited by 12 publications

(13 citation statements)

References 3 publications

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“…This improvement happened in all six factors of attitude as affect, cognitive competence, value, difficulty, interest and effort. This result contributes to the results of previous work which reported mostly intellectual (Carlberg, 2014;Nash and Quon, 1996;Price and Zhang, 2007) or practical (Hunt, 2003(Hunt, , 2005(Hunt, , 2007Newfeld, 2016) gains. The ìStatistics AttitudesOutcomes Modelî proposed that effort had significant effect on statistics outcomes (Emmiog ∪ ∪ ∪ ∪ ∪ lu, 2011), and the Ecclesí Model proposed that spent effort was the predictor of studentsí achievement in statistics (Eccles and Wigfield, 2002).…”

Section: Attitudessupporting

confidence: 87%

“…Newfeld (2016) used Excel assignments to quickly cement in the studentsí minds both the applicability of statistics course materials in the real world as well as their own ability to master it. In a series of studies, Hunt (2003Hunt ( , 2005Hunt ( , and 2007) used Excel to prepare individualized tasks for students. Therefore, it can be seen that Excel can be used in teaching several statistics topics in a variety of ways and for developing various skills and attaining various practical benefits.…”

Section: Introduction ìThatís One Primary Reason That An Application mentioning

confidence: 99%

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Using Excel in Teacher Education for Sustainability

Aydın

2016

Journal of Teacher Education for Sustainability

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In this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective teachers before and after the compulsory Basic Statistics Course. This is a course offered in the third term aiming at introducing the most basic concepts and operations in descriptive and inferential statistics. In the context of this course, it could be argued that in most universities basically four concept groups are addressed: 1) Data and distributions, 2) How values cluster and/or disperse, 3) How variables move, classify or cluster jointly and 4) How the means between different groups differentiate.The statistics course with the content mentioned above is usually handled theoretically and nearly no statistical software is used considering the needs and expectations of pre-service science teachers. In case a software is used, it is generally SPSS in Turkey. SPSS is nearly the standard in the field here and dominates all other software such as SAS etc. On the other hand, Excel with much of its capabilities, accessibility and ease of use, is not considered by most of the academics as sufficient statistical software.In this paper the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated and its superiority to other softwares and traditional instruction were discussed. In addition, the positive effect of such an instruction on the attitudes of pre-service teachers towards statistics was shown.

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Section: Attitudessupporting

confidence: 87%

Section: Introduction ìThatís One Primary Reason That An Application mentioning

confidence: 99%

Using Excel in Teacher Education for Sustainability

Aydın

2016

Journal of Teacher Education for Sustainability

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“…Moreover Excel is implemented to arise statistical thinking (Nash and Quon, 1996) or for understanding important ideas in statistics (Price and Zhang, 2007). Last but not least lecturers could use Excel to generate individualized tasks for students (Hunt, 2005(Hunt, , 2007. This paper has a look in the problems occurring by using Excel in a basic course of statistics.…”

Section: Introductionmentioning

confidence: 99%

Teaching Statistics with Excel A Big Challenge for Students and Lecturers

Duller

2016

AJS

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This paper has a look on the implementation of basic statistical methods in Excel, in particular in describing data. Often a frequency distribution is the starting point for describing a dataset, but its calculation is not that easy in Excel. Therefore the first section gives some alternatives to the common way. The next part presents some interesting solutions for measures of central tendency and variability provided by Excel. The last important topic is about creating graphs, where Excel has an advantage: creating histograms with unequal interval width is possible.Zusammenfassung: Dieser Beitrag diskutiert einige der Probleme, die bei der deskriptiven Statistik mit Excel auftreten. Häufigkeitsverteilungen sind meistens der Ausgangspunkt für eine umfassendere Datenanalyse, aber deren Berechnung in Excel ist nicht so leicht wie man vermuten könnte. Daher werden im ersten Abschnitt Alternativen zumüblichen Weg aufgezeigt. Der folgende Abschnitt zeigt interessante Ergebnisse bei der Berechnung von Lageund Streuungsmaßzahlen. Der letzte wichtige Bereich ist der Erstellung von Grafiken gewidmet, bei denen Excel einen wesentlichen Vorteil bietet: Histogramme sind auch mit unterschiedlichen Intervallbreiten darstellbar.

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“…In a previous article (Hunt 2007) the author introduced ISCUS, a Microsoft Excel‐based software tool that can be used to allocate individualized data sets and assignment tasks to students. The software and associated user documentation, produced as part of the STARS project, is freely downloadable from the STARS Web site (http://stars.ac.uk).…”

Section: Introductionmentioning

confidence: 99%