Learning essential terms and concepts in Statistics and Accounting

Peters, Pam; Smith, Adam; Middledorp, Jenny; Karpin, Anne; Sin, Samantha; Kilgore, Alan

doi:10.1080/07294360.2013.863838

Cited by 8 publications

(7 citation statements)

References 15 publications

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“…Statistics is often also offered in secondary education. Unfortunately, many students fail to recognize its importance (Peters, Smith, Middledorp, Karpin, Sin, & Kilgore, 2013). In order for students to succeed in the course and be prepared to use statistics later, they need to believe that they can understand statistics and that it is valuable to them (Emmioglu & Capa-Aydin, 2012;Schau 2003).…”

Section: Introductionmentioning

confidence: 99%

Adapting the Survey of Attitudes Towards Statistics (Sats-36) for Estonian Secondary School Students

Hommik

Luik

2017

SERJ

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The purpose of this study is to adapt the Survey of Attitudes Towards Statistics (SATS-36) for Estonian secondary school students in order to develop a valid instrument to measure students’ attitudes within the Estonian educational context. The SATS-36 was administered to Estonian-speaking secondary school students before their compulsory statistics course. Because the fit indices for confirmatory factor analysis did not indicate a good fit, an exploratory factor analysis was conducted to find a new model. It validated a four-factor structure of the scale, excluding nine items. Good indices for both reliability and validity were obtained. Trends in secondary school students’ attitudes were also examined to investigate the effects of gender and gender combined with the level of education. Results showed that students tended to feel rather positively about statistics at the beginning of the course. All four factors displayed differences between boys and girls. Comparison of lower and upper secondary level students showed that students from the upper secondary level value statistics more highly. The authors recommend SATS with some small proposed changes to make it even more suitable for the secondary level. First published May 2017 at Statistics Education Research Journal Archives

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Section: Introductionmentioning

confidence: 99%

Adapting the Survey of Attitudes Towards Statistics (Sats-36) for Estonian Secondary School Students

Hommik

Luik

2017

SERJ

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“…Statistics is offered in secondary education. Unfortunately, many students fail to recognize its importance (Peters, Smith, Middledorp, Karpin, Sin, & Kilgore, 2013). In order for students to succeed and to use statistics, they should think that statistics is valuable in their lives (Emmioglu & Capa-Aydin, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…In order for students to succeed and to use statistics, they should think that statistics is valuable in their lives (Emmioglu & Capa-Aydin, 2012). However, as mentioned by Peters et al, (2013), acquiring statistical skills and knowledge poses significant challenges for many students; a statistics course is challenging because it is abstract and requires logical reasoning, critical thinking, and the skills of interpretation and drawing conclusions. In addition, since teaching Statistics is integrative to secondary year levels, some students find it difficult to understand especially statistics (Salvan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Multivariate analysis on performance in statistics, self-efficacy and attitudes of senior high school students

Retutas

Rubio

2021

J. Res. Adv. Math. Educ

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Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results. Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.

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“…Students who are insecure and have no enthusiasm for mathematics tend to have the same feelings and attitudes towards statistics, according to Ramos Salazar [16]. A problem is that many students do not realize the importance of statistics in business courses [17]. Therefore, the gender gap in mathematics appears also in statistics [16,18].…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards Statistics among Business Students: Do Gender, Mathematical Skills and Personal Traits Matter?

Opstad

2020

Sustainability

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The purpose of this article was to investigate different variables, by combining mathematical skills and personal traits using The Big Five Model, to see which have the most influence on business students’ attitudes towards statistics. The Big Five personality traits make up a model for capturing various personal characteristics. Specifically, we aimed to understand why there is a gender difference in attitudes towards statistics. Statistical skills are a key factor for success in business studies. The chosen methods were pairwise comparisons (t-test) and a linear regression model, using a sample from a Norwegian business school. The finding was that there is a substantial gender gap towards attitudes towards statistics but taking mathematical skills and personal characteristics into consideration then results in this gap becoming much smaller. Furthermore, mathematical skills and personal traits were shown to have an impact on students’ attitudes towards statistics.

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Learning essential terms and concepts in Statistics and Accounting

Cited by 8 publications

References 15 publications

Adapting the Survey of Attitudes Towards Statistics (Sats-36) for Estonian Secondary School Students

Adapting the Survey of Attitudes Towards Statistics (Sats-36) for Estonian Secondary School Students

Multivariate analysis on performance in statistics, self-efficacy and attitudes of senior high school students

Attitudes towards Statistics among Business Students: Do Gender, Mathematical Skills and Personal Traits Matter?

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