The Role of Previous Experience and Attitudes Toward Statistics in Statistics Assessment Outcomes among Undergraduate Psychology Students

Dempster, Martin; McCorry, Noleen

doi:10.1080/10691898.2009.11889515

Cited by 68 publications

(67 citation statements)

References 26 publications

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“…Unfortunately, statistics courses do not always have a positive reputation among students who are not majoring in science, technology, engineering, and mathematics (STEM) disciplines. Non-STEM students often have a significant amount of anxiety related to statistics courses, which can negatively affect their performance (Baloglu 2003;Finney and Schraw 2003;Onwuegbuzie and Wilson 2003;Verhoeven 2006;Dempster and McCorry 2009;Vanhoof et al 2011;Tishkovskaya and Lancaster 2012). As statistics educators, we should be interested in the attitudes our students have about statistics as a field, statistics as a class, and their own confidence in their ability to learn statistics.…”

Section: Student Attitudes Toward Statisticsmentioning

confidence: 99%

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

Gundlach

Richards

Nelson

et al. 2015

Journal of Statistics Education

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Web-augmented traditional lecture, fully online, and flipped sections, all taught by the same instructor with the same course schedule, assignments, and exams in the same semester, were compared with regards to student attitudes; statistical reasoning; performance on common exams, homework, and projects; and perceptions of the course and instructor. The Survey of Attitudes Toward Statistics-36 (SATS-36) instrument and eight questions from the Statistical Reasoning Assessment (SRA) were given both at the beginning and end of the semester to measure change. The students selected their own sections, but the students in the sections were similar demographically, with similar pre-course college grade point averages. The SATS-36 showed increases in affect, cognitive competence, and perceived easiness and decreases in value, interest, and effort from beginning to end of the semester for all sections. Only affect and Journal of Statistics Education, Volume 23, Number 1 (2015) 2 perceived easiness showed any differences for section, with traditional higher than online on average for both. Results from the SRA questions showed an increase in correct statistical reasoning skills and decrease in misconceptions for all sections over the semester. Traditional students scored higher on average on all three exams, but there were no significant differences between sections on homework, the project, or on university evaluations of the course or instructor. Results are contextualized with prior educational research on course modalities, and proposals for future research are provided.

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Section: Student Attitudes Toward Statisticsmentioning

confidence: 99%

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

Gundlach

Richards

Nelson

et al. 2015

Journal of Statistics Education

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show abstract

“…The study based on this point to note that the admissions requirements above are applicable to all universities in Kenya. These requirements do not put into consideration the importance of prior knowledge in statistics and ICT as noted in this study and in other studies including; Starkings and Jerome (2001); Dempster and McCorry (2009) and Estepa and Sánchez (2001) who noted that inadequacy of statistical prior knowledge has an effect on future learning of statistics and its application. Oliver and Towers (2000) noted that inadequacy in ICT is likely to impede learning and progression in courses and programs where use is made of contemporary forms of ICT.…”

Section: Curriculum Extractmentioning

confidence: 77%

Analysis of How Masters’ Curriculum Meets the Needs of Masters’ Students’ Use of Statistics in Research

Mubichakani¹,

Simiyu²,

Kitainge³

2019

JEP

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Knowledge is valued as a vital asset for progress and prosperity in every sphere of human understanding. Knowledge is attributed with successful innovation in firms. Research has been identified as the main source of knowledge. In Kenya, University students have been accused of doing low quality research. Statistics is important in research, it starts at the planning stage to establish the design and sample size. Studies have pointed to wrong use of statistics as a contributing factor towards low quality research. The purpose of this study was; to determine masters' curriculum meets the needs of masters' students' use of statistics in research, a case of curriculums of universities of western Kenya. Three curriculums from 3 different universities were analyzed. The study established that; general objectives and specific objectives in courses related to statistics adequately covered the requirements for statistics training; the scheduled content for the core courses covered descriptive and inferential statistics; ICT concepts are catered for in the sampled masters' curriculums, however, the courses are too wide to be effectively learned in one semester of 4 months; The study established that lectures, class discussion and students presentations are common methods of instruction across the sampled curriculums. The study established that continuous assessment tests and end of semester sit in exam were the common form of exams administered. In addition in one case there were also term papers and practical in some courses. However the end of semester exam carried more weight of 60%. The study recommended for proper integration of ICT and statistics, increase of statistical courses and use of open book examination.

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“…En carreras de letras, los estudiantes que comienzan a cursar asignaturas de estadística no tienen una base matemática sólida y frecuentemente evitan las actividades que comprendan números, e incluso la amenaza de trabajar con números puede ser suficiente motivo para que el estudiante abandone o cambie de curso (Dempster & McCorry, 2009). Considerando esta predisposición negativa hacia la estadística, es recomendable que los docentes realicen evaluaciones a priori de las actitudes hacia la asignatura.…”

Section: Formación Estadística En El Nivel Universitariounclassified

La educación estadística en el nivel universitario: retos y oportunidades

Vargas

2019

Docencia univ.

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La educación estadística es un fenómeno que en los últimos años ha generado mayor interés, evidenciado en el incremento del número de investigaciones en todos los niveles educativos. El desarrollo tecnológico ha traído consigo cambios importantes en las sociedades, y ha propiciado una inmensa cantidad de información que crece diariamente, por lo que se necesita a otro tipo de ciudadano y profesional, que sea capaz de entender e interpretar la información que lo rodea. Sin embargo, los estudiantes universitarios muestran actitudes desfavorables hacia la estadística, lo que se ve reflejado en resultados insatisfactorios en término de aprendizaje y aplicación. Se trata de una investigación bibliográfica-documental que revisa los factores implicados en los procesos de enseñanza y aprendizaje de la estadística en el nivel universitario. La exposición se organiza en cuatro partes, en la primera, se presenta la problemática de la educación estadística en las aulas universitarias; en la segunda, se explican los niveles cognitivos involucrados; en la tercera, se exponen siete modelos de enseñanza y en la última se discuten las implicancias del futuro de la educación estadística en el nivel universitario

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The Role of Previous Experience and Attitudes Toward Statistics in Statistics Assessment Outcomes among Undergraduate Psychology Students

Cited by 68 publications

References 26 publications

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

Analysis of How Masters’ Curriculum Meets the Needs of Masters’ Students’ Use of Statistics in Research

La educación estadística en el nivel universitario: retos y oportunidades

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