The influence of statistics self-efficacy towards statistics engagement among undergraduate students

Salim, Nur Raidah; Gopal, Kathiresan; Ayub, Ahmad Fauzi Mohd

doi:10.1063/1.5041705

Cited by 4 publications

(4 citation statements)

References 31 publications

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“…Research has indicated self-efficacy to be predictive of student outcomes, including academic achievement (Ferla et al, 2010;Galyon et al, 2012;Kurtovic et al, 2019;Nasir & Iqbal, 2019;Sucuoğlu, 2018), GPA (Feldman & Kubota, 2015;Komarraju & Nadler, 2013;Richardson et al, 2012), and overall degree result (Trigwell et al, 2013). Positive relationships between self-efficacy and achievement (Zare et al, 2011) as well as engagement (Salim et al, 2018) have also been replicated in statistics education.…”

Section: Self-efficacymentioning

confidence: 98%

The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

Spencer

Griffith

Briska

et al. 2023

SERJ

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The study reported in this paper aimed to not only understand student attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade.

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Section: Self-efficacymentioning

confidence: 98%

The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

Spencer

Griffith

Briska

et al. 2023

SERJ

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“…However, for educational and social research studies, the response rate using surveys as the data collection method is usually below 100% (Barlett et al, 2001). Hence, Salkind (2012) recommended oversampling by 40% to 50% to account for lost respondents and uncooperative respondents. Hence, in this study, the sample size was increased by 40% of the original number of the sample size calculated above.…”

Section: Populationsmentioning

confidence: 99%

Success Indicators of Mathematical Problem-Solving Performance Among Malaysian Matriculation Students

Bakar

Salim

Ayub

et al. 2021

IJLTER

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This study identifies the success indicators of mathematical problem-solving performances among Malaysian matriculation students divided into four indicators: mathematical beliefs, mathematics attitudes, mathematics self-efficacy and metacognitive skills. For this purpose, 368 matriculation students from three matriculation colleges were selected as respondents using proportioned stratified sampling. This study utilized a descriptive correlational design approach. A set of questionnaires and a mathematics test were used as the instruments. Independent variables were measured using a questionnaire, while mathematical problem-solving performance was measured using a mathematics test. The findings show students had a high level in mathematics beliefs, attitude towards mathematics, mathematics self-efficacy and metacognitive skills. Statistical tests to determine success indicators predicting mathematical problem-solving performance revealed that mathematics self-efficacy does not contribute significantly to these variables and that metacognitive skills make the most decisive contribution, followed by mathematics attitude and mathematics beliefs. Hence, this study suggests that problem-solving should be included as an essential part of the mathematics matriculation syllabus to enable students to improve their problem-solving abilities.

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“…In statistics, self-efficacy is an individual's confidence in the capacity to execute statistical tests or reason statistically (Baloglu et al, 2017). According to Salim et al (2018), Baloglu et al (2017), andOgbonnaya et al (2019), statistics self-efficacy is one of the variables that greatly influences how students engage in statistics-related tasks such as research. Researchers who feel efficacious in statistics tend to be achievers in research methods and statistics.…”

Section:  Introductionmentioning

confidence: 99%

Perceived Statistics Self-Efficacy, Research Anxiety and Research Confidence of Mathematics Pre-Service Teachers in One State University in the Philippines

Romero,

Laguerta,

Andrade

2023

JPP

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whether statistics self-efficacy can predict research confidence. Methods: Purposive sampling method was used among 71 students who had previously taken statistics and research employing adapted questionnaires in data collection. Findings: Results revealed that statistics self-efficacy and research anxiety have a relationship with motivated behavior and statistical theory. Meanwhile, statistics self-efficacy and research confidence were found to be associated in terms of lecture behavior, use of information technology, motivated behavior, time management, and statistical theory. Furthermore, this study discovered that statistical theory and time management could predict respondents' research confidence. Conclusion: The findings imply that improving the statistics self-efficacy of prospective mathematics teachers is indispensable for mathematics research production.

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The influence of statistics self-efficacy towards statistics engagement among undergraduate students

Cited by 4 publications

References 31 publications

The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

Success Indicators of Mathematical Problem-Solving Performance Among Malaysian Matriculation Students

Perceived Statistics Self-Efficacy, Research Anxiety and Research Confidence of Mathematics Pre-Service Teachers in One State University in the Philippines

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