Using Spreadsheets to Enhance Learning in the Affective Domain for Undergraduate Statistics Students

Abstract

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Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China

“…The importance of the affective domain of learning is gaining more attention as educational research discovers interactions between the affective and cognitive domains (Clayton & Sankar, ). Our research raises awareness of the affective category from Bloom's () taxonomy of educational objectives (Morshead, ) in the context of teaching business statistics.…”

How Big Should My Dot Be? Using Spreadsheet Simulation to Evaluate Process Improvement Data Collection Strategies

“…For instance, we could determine whether the entertainment and positive impressions provided by this tool result in greater comprehension of statistical principles (Clayton and Sankar 2009). A possible approach to test this tool would be to administer a test or assignment on subgroup size concepts to two groups of our students, one of which played with the simulation model while the other received typical lecture coverage.…”

Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

“…Clayton and Sankar (2009) suggest that students' motivation is a result from low learning affect in statistics courses. Clayton and Sankar (2009) suggest that students' motivation is a result from low learning affect in statistics courses.…”

“…Numerous educational challenges have emerged from low student motivation in business statistics courses. Clayton and Sankar (2009) suggest that students' motivation is a result from low learning affect in statistics courses. Students' negative attitudes such as devaluing mathematics in statistics and the lack of interest in statistics courses often lead to low student performance and poor class attendance (Kezim & Pariseau, 2010;Swanson et al, 1994;Zanakis & Valenzi, 1997).…”