Instruction of Statistics via Computer-Based Tools: Effects on Statistics' Anxiety, Attitude, and Achievement

Çiftçi, Sabahattin; Karadağ, Engi̇n; Akdal, Pinar

doi:10.2190/ec.50.1.f

Cited by 14 publications

(15 citation statements)

References 21 publications

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“…a replica of conventional lecture method utilized in this study. The efficacy of the computer-aided teaching strategy was further confirmed by Ciftci et al (2014) who discovered computer-based tools statistics instruction (i.e. a variant of computer-aided teaching) had a considerable and beneficial effect on statistics achievement, with the eta square values from the Analysis of Covariance results showing a high magnitude of the effect, and supporting results of the statistics attitude post-test scores.…”

Section: Discussionmentioning

confidence: 75%

Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies

Ige

Hlalele

2017

Educ Inf Technol

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Section: Discussionmentioning

confidence: 75%

Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies

Ige

Hlalele

2017

Educ Inf Technol

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“…Because learning new statistical software is consistently a challenging component of this course, it is anticipated that continued use of lab time to teach the software will increase the approachability of the class. There is justification for this expectation based on the findings of Ciftci et al who showed that the use of computer instruction reduced the level of anxiety on the part of students and improved their general opinion of statistics (Ciftci, Karadag, & Akdal, 2014). Even other statisticians have made calls for inclusion of more computational components to statistical instruction (Cobb, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Despite the value placed on the courses by the instructors of higher education, few students eagerly anticipate taking a course in statistics (Stork, 2003). In fact, once in the course, students often find the course tedious and difficult and approach them with a level of fear (Stork, 2003) (Ciftci, Karadag, & Akdal, 2014). Furthermore, students express doubt about the applicability of stats to real-world usage (Wells, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Many additional studies have shown an improvement in student perceptions, survey results, grades and instructor evaluations (Chance et al 2007;Karp, 1995;Mills & Johnson, 2004;Mills, 2002;Rodgers & Manrique, 1992;St. George, 1978;Stork, 2003;Wells, 2006;Ciftci et al, 2014). The majority of the existing literature is either qualitative in nature, or if quantitative, it does not employ the use of a control group for comparison.…”

Section: Introductionmentioning

confidence: 99%

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Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

McCulloch

2017

IJHE

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The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The purpose of this study was to determine if there was instructional value in replacing classroom time with laboratory time dedicated to statistical software usage. The first approach used classroom lecture presentations, while the second replaced one classroom period per week with statistical software laboratories. It was hypothesized that replacing classroom time with software based laboratories would increase the level of statistics knowledge as compared to an otherwise identical class with no lab based component. Both pre-course and end-of course surveys were used, as well as identical examination questions. Comparisons within a time point, and longitudinal performance over the course were both evaluated. Survey results indicated that students would recommend lab based instruction significantly more than a primarily lecture based instruction (32% more, p=.020). Additionally, the performance improvement over the course of the semester was significantly higher for those students participating in laboratories (19.2% increase, p=.011). These findings indicate that sacrificing classroom time for a laboratory period improves the educational experience in an introductory statistics course and may help with the understanding and retention of difficult topics.

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“…This is supported by (Chiesi, Primi, & Carmona, 2011) stating that good self-concept in high statistical and intrinsic value positively affects achievement and reduces statistical fears. Computer-based statistics teaching also reduces statistical concerns and increases statistical performance (Ciftci, Karadag, & Akdal, 2014). This may be due to students understood better statistical functions and applications through computer-based learning than traditional learning and this understands statistical fears.…”

Section: Relationship Between Statistical Anxiety and Achievementmentioning

confidence: 99%

Anxiety and Achievement in Statistics: A Systematic Review on Quantitative Studies

Ghani¹,

Maat²

2018

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Statistics is a challenging course for students and of which is often associated with subsequent concerns that may affect statistical achievement. Therefore, this study aims to identify the relationship between statistical concerns and statistical achievement in the systematic literature review context. This study also identifies the statistical method used in articles relating to the relationship between statistical concerns and statistical achievement. Four electronic databases were used; ERIC, DOAJ, Science Direct and Google Scholar. The eligibility of article selection is based on a few criteria that assess the relationship between anxiety and statistical achievement, quantitative research, access and use of Malay and English. 10 articles fulfilled the eligibility selection criteria. Extraction of data is based on the name of the researcher and the year, country, title, sample size, instrument, statistical component of statistical concerns, statistical methods and findings. The findings revealed that most of studies reported statistical concerns negatively affecting statistical achievements either directly or indirectly. Additionally, the findings also reported statistical methods frequently used in the study article were Structural Equation Modeling, correlations of 4 articles using this method followed by regression method, ANCOVA and MANCOVA. The results of this systematic literature survey provide insights of relationship between statistical concerns and statistical achievements. To conclude, educators should consider assessing the method of teaching that they use on students who are facing statistical concerns.

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Instruction of Statistics via Computer-Based Tools: Effects on Statistics' Anxiety, Attitude, and Achievement

Cited by 14 publications

References 21 publications

Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies

Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies

Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

Anxiety and Achievement in Statistics: A Systematic Review on Quantitative Studies

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