Predicting Performance in a Psychological Statistics Course

2007 ◽  
Vol 101 (1) ◽  
pp. 334-334 ◽  
Author(s):  
David Lester
Keyword(s):  
Psychology Students ◽  
Course Performance ◽  
Predicting Performance ◽  
Statistics Course ◽  
Statistics Courses ◽  
And Algebra

In statistics courses for psychology students, only age and algebra skills predicted course performance of 71 students.

The Nonparametric Approach in Elementary Statistics

1974 ◽  
Vol 67 (2) ◽  
pp. 123-126
Author(s):  
Gottfried E. Noether
Keyword(s):  
Social Sciences ◽  
Great Majority ◽  
Graduation Requirements ◽  
Introductory Statistics ◽  
Nonparametric Approach ◽  
The Social ◽  
Statistics Course ◽  
Statistics Courses ◽  
Carry Over ◽  
Elementary Statistics

Introductory statistics courses are taken each year by hundreds of thousands of students across the country. These students come from many fields: the life sciences, humanities, education, agriculture, business, but above all from the social sciences. They rarely take statistics voluntarily. They sign up for the course because of departmental or graduation requirements. The great majority has minimal preparation in mathematics, rarely more than they bring along from high school. They carry over into statistics their prejudices of mathematics and quite often, justifiably so. Teachers of statistics courses should then ask themselves how they can make the introductory statistics course statistically meaningful and not simply an exercise in mathematics or, what may even be worse, a meaningless compendium of statistical techniques.

Enhancing Students' Ability to Use Statistical Reasoning with Everyday Problems

2003 ◽  
Vol 30 (2) ◽  
pp. 107-110 ◽  
Author(s):  
Timothy J. Lawson ◽  
Michael Schwiers ◽  
Maureen Doellman ◽  
Greg Grady ◽  
Robert Kelnhofer
Keyword(s):  
Comparison Group ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Statistical Reasoning ◽  
Introductory Statistics ◽  
Reasoning Ability ◽  
Statistics Course ◽  
The Everyday ◽  
Group A ◽  
Everyday Problems

We discuss a technique for teaching students everyday applications of statistical concepts. We used this technique with students (n = 50) enrolled in several sections of an introductory statistics course; students (n = 45) in other sections served as a comparison group. A class of introductory psychology students (n = 24) served as a second comparison group. We assessed students' statistical reasoning ability at the beginning of the semester as well as later in the semester. All 3 groups showed improvements in statistical reasoning, but the greatest improvement occurred in the group that read the everyday application material.

scholarly journals EVALUASI PEMBELAJARAN DARING TERHADAP MATA KULIAH STATISTIKA IPA IAIN BENGKULU

2021 ◽  
Vol 12 (1) ◽  
pp. 149-157
Author(s):  
Nahdiyah Sakina ◽  
Sri Nurmawati ◽  
Yuni Sarawati ◽  
Ahmad Walid
Keyword(s):  
Online Learning ◽  
Data Evaluation ◽  
Percentage Score ◽  
Average Percentage ◽  
Learning Evaluation ◽  
Statistics Course ◽  
Statistics Courses ◽  
Evaluation Techniques ◽  
Descriptive Method

This study aims to explain the evaluation of online learning of IAIN Bengkulu's science statistics course. This study uses a descriptive method with a design in the form of a google form, the study involved 20 students of the 5th semester of IAIN Bengkulu's IPA who had taken statistics courses. This study uses data evaluation techniques by calculating the percentage of data from each aspect of the indicators of the questions that exist. The results of this study indicate that the online learning evaluation of the 5 semester IAIN Bengkulu statistics course obtained an average percentage score of 48.7% with agreed criteria. From this, it is hoped that the reader will make the results of this study an evaluation or learning that will be carried out further regarding the learning of statistics courses.

scholarly journals Statistics anxiety in university students in assessment situations

2018 ◽  
Author(s):  
Dolores Frias-Navarro ◽  
Hector Monterde-i-Bort ◽  
Nuria Navarro-Gonzalez ◽  
Olaya Molina-Palomero ◽  
Marcos Pascual-Soler ◽  
...  
Keyword(s):  
Psychology Students ◽  
Statistics Anxiety ◽  
Course Materials ◽  
Teaching Guide ◽  
Statistics Course ◽  
Research Designs ◽  
The Subject ◽  
Performance Statistics ◽  
High Level ◽  
The Relationship

Many students have feelings of state anxiety when exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results show that the students begin with a high level of statistics anxiety that gradually declines as the course progresses and they study the course materials. Moreover, the final achievement in the subject maintains an inverse relationship with the level of statostics anxiety. The recommendation is to present the detailed contents of the teaching guide on the first day of the course in order to reduce students' anxiety and uncertainty when beginning a statistics course.

Promoting Student Success in Statistics Courses by Tapping Diverse Cognitive Abilities

2019 ◽  
Vol 46 (2) ◽  
pp. 140-145
Author(s):  
Erin Morris Miller
Keyword(s):  
Statistical Analysis ◽  
Student Success ◽  
Student Learning ◽  
Cognitive Ability ◽  
Graduate School ◽  
Cognitive Abilities ◽  
Achievement Test ◽  
Statistics Course ◽  
Psychology Majors ◽  
Statistics Courses

Skill in statistical analysis and interpretation are key areas of expertise for psychology majors seeking graduate school admittance and future employment. However, students can be reluctant to engage in their statistics course and may struggle to find success. One possible way to increase engagement and student learning is to teach in a way that taps multiple areas of cognitive ability through organizing instruction according to Robert Sternberg’s theory of triarchic intelligence. This approach to instruction has been shown to be successful in the author’s courses and resulted in a pattern of achievement on the psychology subtest of the Area Concentration Achievement Test (ACAT) that is above what would be predicted by the students’ general aptitude scores.

Predicting Performance in Upper Division Psychology Classes: Are Enrollment Timing and Performance in Statistics and Research Methods Important?

2019 ◽  
Vol 47 (1) ◽  
pp. 24-33
Author(s):  
Scott Freng
Keyword(s):  
Grade Point Average ◽  
Research Methods ◽  
Course Performance ◽  
Grade Point ◽  
Predicting Performance ◽  
Psychology Majors ◽  
Psychology Courses ◽  
And Performance ◽  
Larger Sample

A transcript analysis by Freng, Webber, Blatter, Wing, and Scott found that methodology course performance and enrollment timing predicted grade point average in advanced psychology courses. The present study attempted to replicate and extend Freng et al. by using a larger sample and controlling for additional variables (methodology course anxiety, viewing psychology as a science, and conscientiousness). Although methodology grades continued to predict upper division psychology performance, enrollment timing failed to replicate as a significant predictor. However, multiple follow-up analyses indicated a more nuanced story, whereby performance in, and enrollment timing of, research methods predicted upper division psychology performance. Therefore, the present study strengthens the case that comprehension of, and earlier exposure to, research methods may benefit psychology majors.

Can Teaching Data Analysis In-House Improve Psychology Students’ Skills?

2021 ◽  
pp. 009862832199284
Author(s):  
Jeffrey R. Vittengl ◽  
Karen L. Vittengl
Keyword(s):  
Data Analysis ◽  
Student Outcomes ◽  
Psychology Students ◽  
Psychology Programs ◽  
Quantitative Psychology ◽  
Level Data ◽  
Level Statistics ◽  
Statistics Courses ◽  
Upper Level ◽  
Psychology Course

Background: Acquisition and generalization of data analysis skills are perennial challenges for psychology students. Teaching advanced data analysis in a psychology-specific context might improve students’ learning. Objective: At a mid-sized public university, we evaluated student outcomes after a new quantitative psychology course taught in the psychology department compared to upper-level statistics courses taught in the statistics department. Method: Undergraduate psychology majors ( N = 80) completed quantitative psychology and/or upper-level statistics courses in preparation for their capstone research course. Participants also completed a brief data analysis skills assessment and the Major Field Test for Psychology. Results: Controlling for prerequisite grades and ACT composites, participants who completed quantitative psychology compared to upper-level statistics had significantly better academic outcomes, on average (standardized mean difference = 0.37). Conclusions: Psychology students completing an upper-level data analysis course within versus outside the department demonstrated better learning outcomes in psychology. Teaching Implications: Psychology programs that outsource data analysis courses should consider whether teaching these skills in-house holds potential to improve student outcomes. Alternatively, statistics departments might consider developing psychology-themed courses taught by faculty with expertise in psychological science.

scholarly journals Identifikasi Kesulitan Belajar Mahasiswa pada Mata Kuliah Statistika Selama Masa Pandemi Covid-I9

2021 ◽  
Vol 21 (1) ◽  
pp. 148
Author(s):  
Deci Ririen ◽  
Dewi Hartika
Keyword(s):  
Online Learning ◽  
Environmental Factors ◽  
Student Learning ◽  
Research Method ◽  
Learning Difficulties ◽  
Dominant Factor ◽  
Research Subjects ◽  
Tertiary Institutions ◽  
Statistics Course ◽  
Statistics Courses

The length of the online learning period in tertiary institutions that has lasted for approximately 10 months has made students uneasy, because the majority of students consider statistics courses to be difficult to understand, especially with the Covid-19 pandemic conditions. The purpose of this study was to determine the factors that caused student learning difficulties in the Statistics course during the Covid-19 pandemic and to determine the dominant factors causing student learning difficulties in the Statistics course during the Covid-19 pandemic. The research subjects were STIE-Indragiri students taking Statistics courses. Instruments of the research method through questionnaires and interviews with research subjects. The results obtained were the factors that made learning difficulties for students in the statistics course during the Covid-19 pandemic, namely the factors themselves, lecturers' factors, environmental factors / parents as well as facilities and infrastructure factors. The most dominant factor affecting student learning difficulties in statistics courses during the Covid-19 pandemic was the infrastructure factor with a TCR value of 64.38%.

scholarly journals Statistics Instructors' Perceptions of Statistics Literacy in Different Undergraduate Programs

2021 ◽  
Vol 7 (3) ◽  
pp. 852-871
Author(s):  
Zeynep Medine Özmen ◽  
Adnan Baki
Keyword(s):  
Qualitative Data ◽  
Statistical Literacy ◽  
Course Content ◽  
Under Five ◽  
Statistics Course ◽  
Teaching Statistics ◽  
Statistics Courses ◽  
Undergraduate Programs ◽  
Undergraduate Statistics

The present study aimed to investigate the statistical literacy perceptions of instructors who teach undergraduate statistics courses in different disciplines. Instructors were asked questions on their statistical literacy definitions, organization of the course content, topics emphasized or avoided by instructors in teaching statistics, and instructors post-course expectations from their students. Qualitative data gathered from interviews were analyzed and categorized under five main themes. The instructors' ultimate expectations from the students and the topics they emphasized during the courses are mostly stated in relation with statistical literacy.  They provided less information related statistical literacy about two themes: course content and the issues they avoid. Recommendations from this study include reviewing and revising statistics course content and methods to reveal the components of statistical literacy.

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