Students’ Perceptions of Statistics: An Exploration of Attitudes, Conceptualizations, and Content Knowledge of Statistics

Bond, Marjorie; Perkins, Susan N.; Ramirez, Caroline

doi:10.52041/serj.v11i2.325

Cited by 41 publications

(13 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Specifically, the Affect and Cognitive Competence domains were highly related (e.g., correlations ranging from 0.57 to 0.75 across time points and samples). Because the higher correlations tended to occur at Time 1, this result supports previous research about how attitudes toward statistics are strongly tied to students' perceptions of their statistical ability and their preconceived ideas about statistics beforetaking a course (Bond et al, 2012;Dempster & McCorry, 2009;Evans, 2007). Correlations closer to 0.5 or 0.6 at Time 2 may suggest some attitudinal shifts after taking a statistics course.…”

Section: Summary Of Key Findingssupporting

confidence: 84%

“…Attitudes toward statistics have received an abundant amount of research attention (Bond et al, 2012;Griffith et al, 2012;Ramirez et al, 2012;Walker & Brakke, 2017). The majority of this research has focused on how attitudes are related to students' course performance (Dempster & McCorry, 2009;Emmioğlu & Capa-Aydin, 2012;Gal & Ginsburg, 1994;Lavidas et al, 2020) or statistics anxiety (Onwuegbuzie, 2004;Onwuegbuzie & Wilson, 2003).…”

Section: Attitudes Toward Statistics and Softwarementioning

confidence: 99%

See 1 more Smart Citation

PSYCHOMETRIC EVALUATION OF THE STUDENTS’ ATTITUDES TOWARD STATISTICS AND TECHNOLOGY SCALE (SASTSc)

Counsell

ROVETTI

Buchanan

2022

SERJ

View full text Add to dashboard Cite

The current study 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. Data, analysis scripts, and results are publicly available at https://osf.io/rv64m/?view_only=6dfbf883f0d841b69c238773cee6e62e.

show abstract

Section: Summary Of Key Findingssupporting

confidence: 84%

Section: Attitudes Toward Statistics and Softwarementioning

confidence: 99%

PSYCHOMETRIC EVALUATION OF THE STUDENTS’ ATTITUDES TOWARD STATISTICS AND TECHNOLOGY SCALE (SASTSc)

Counsell

ROVETTI

Buchanan

2022

SERJ

View full text Add to dashboard Cite

show abstract

“…Perhaps this alignment occurs as they gain a more realistic view of their abilities and interests in statistics. Similarly, Bond et al (2012) found that at the beginning of an introductory statistics course, most students had a simplistic, and potentially inaccurate, understanding of statistics. The students’ understanding developed over the course of the semester; by the end of the semester, students better understood the inferential and applied nature of statistics.…”

Section: Discussionmentioning

confidence: 92%

Undergraduate psychology students’ efficacy and attitudes across introductory and advanced statistics courses.

Walker¹,

Brakke²

2017

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

Statistics education is an important component of the undergraduate psychology major. However, undergraduates taking advanced statistics courses are understudied. Fostering statistical self-efficacy and positive attitudes about statistics is associated with course performance in psychology. We hypothesized that students enrolled in an advanced undergraduate statistics course would have higher self-efficacy for and more positive attitudes about statistical concepts and conducting analyses compared with students in the introductory statistics course. We assessed 49 introductory and 67 advanced statistics students attending a historically Black college for women at the beginning and end of the semester. Results suggest that self-efficacy increased across the semester for all students, with advanced statistics students having higher self-efficacy at the beginning of the semester than introductory students as measured by the 6-point Current Statistics Self-efficacy scale (mean difference = 0.96, CI [0.54–1.38], t = −4.52, p < .0001). Self-efficacy at the end of the semester was similar in both courses, with introductory students showing a greater gain. Attitudes toward statistics were moderately positive in both courses and did not change over the semester. Among advanced statistics students, but not introductory statistics students, higher self-efficacy to learn statistics was correlated with more favorable attitudes toward statistics at pretest (r = .56, p < .0001) and posttest (r = .68, p < .0001). Baseline attitudes toward statistics were positively correlated with self-efficacy scales at both time points. However, self-efficacy and attitudes were not significantly correlated with final course grade. Our results suggest that students hold rather positive attitudes toward statistics and can maintain confidence in their competency for statistical analysis, which may serve them well in future pursuits.

show abstract

“…Chiesi and Primi (2009) found statistically significant differences for each of the four components in an Italian translation of the SATS-28, but only for the Value component did the change exceed ½ point. Other studies have noted changes that exceed ½ point, but only with negative changes for the Interest or Effort component (e.g., Bond et al, 2012;Ramirez & Bond, 2014). The mean differences from the SATS data warehouse are shown in Table 1 and illustrate largely the same phenomenon: none of the scales had changes that exceeded ½ point, but Interest and Effort have effect sizes that can be characterized as medium and large, respectively.…”

Section: Resistance Of Scale Scores To Changementioning

confidence: 95%

Challenges Associated With Measuring Attitudes Using the Sats Family of Instruments

Whitaker

Unfried

Bond

2022

SERJ

View full text Add to dashboard Cite

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.

show abstract

Students’ Perceptions of Statistics: An Exploration of Attitudes, Conceptualizations, and Content Knowledge of Statistics

Cited by 41 publications

References 31 publications

PSYCHOMETRIC EVALUATION OF THE STUDENTS’ ATTITUDES TOWARD STATISTICS AND TECHNOLOGY SCALE (SASTSc)

PSYCHOMETRIC EVALUATION OF THE STUDENTS’ ATTITUDES TOWARD STATISTICS AND TECHNOLOGY SCALE (SASTSc)

Undergraduate psychology students’ efficacy and attitudes across introductory and advanced statistics courses.

Challenges Associated With Measuring Attitudes Using the Sats Family of Instruments

Contact Info

Product

Resources

About