STUDENTS’ PERCEPTIONS OF STATISTICS: AN EXPLORATION OF ATTITUDES, CONCEPTUALIZATIONS, AND CONTENT KNOWLEDGE OF STATISTICS

2012 ◽  
Vol 11 (2) ◽  
pp. 6-25
Author(s):  
MARJORIE E. BOND ◽  
SUSAN N. PERKINS ◽  
CAROLINE RAMIREZ
Keyword(s):  
Education Research ◽  
Content Knowledge ◽  
Undergraduate Students ◽  
Statistics Education ◽  
Basic Knowledge ◽  
Statistics Education Research ◽  
Research Journal ◽  
Significant Difference ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

Although statistics education research has focused on students’ learning and conceptual understanding of statistics, researchers have only recently begun investigating students’ perceptions of statistics. The term perception describes the overlap between cognitive and non-cognitive factors. In this mixed-methods study, undergraduate students provided their perceptions of statistics and completed the Survey of Students’ Attitudes Toward Statistics-36 (SATS-36). The qualitative data suggest students had basic knowledge of what the word statistics meant, but with varying depths of understanding and conceptualization of statistics. Quantitative analysis also examined the relationship between students’ perceptions of statistics and attitudes toward statistics. We found no significant difference in mean pre- or post-SATS scores across conceptualization and content knowledge categories. The implications of these findings for education and research are discussed. First published November 2012 at Statistics Education Research Journal: Archives

scholarly journals CALL FOR PAPERS: STUDENTS’ ATTITUDES TOWARD STATISTICS

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

First published May 2011 at Statistics Education Research Journal: Archives

scholarly journals STUDENTS’ ATTITUDES TOWARD STATISTICS ACROSS THE DISCIPLINES: A MIXED-METHODS APPROACH

2012 ◽  
Vol 11 (2) ◽  
pp. 45-56
Author(s):  
JAMES D. GRIFFITH ◽  
LEA T. ADAMS ◽  
LUCY L. GU ◽  
CHRISTIAN L. HART ◽  
PENNEY NICHOLS-WHITEHEAD
Keyword(s):  
Mixed Methods ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
Statistics Education ◽  
Business Majors ◽  
Negative Attitudes ◽  
Mixed Methods Approach ◽  
Research Journal ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

Students’ attitudes toward statistics were investigated using a mixed-methods approach including a discovery-oriented qualitative methodology among 684 undergraduate students across business, criminal justice, and psychology majors where at least one course in statistics was required. Students were asked about their attitudes toward statistics and the reasons for their attitudes. Five categories resulted for those with positive and negative attitudes and were separated on the basis of discipline. Approximately 63% of students indicated a positive attitude toward statistics. Business majors were most positive and were more likely to believe statistics would be used in their future career. Multiple methodological approaches have now provided data on the various domains of attitudes toward statistics and those implications are discussed. First published November 2012 at Statistics Education Research Journal: Archives

MEASURING STATISTICS ATTITUDES: STRUCTURE OF THE SURVEY OF ATTITUDES TOWARD STATISTICS (SATS-36)

2011 ◽  
Vol 10 (1) ◽  
pp. 35-51
Author(s):  
STIJN VANHOOF ◽  
SOFIE KUPPENS ◽  
ANA ELISA CASTRO SOTOS ◽  
LIEVEN VERSCHAFFEL ◽  
PATRICK ONGHENA
Keyword(s):  
Factor Analysis ◽  
Education Research ◽  
Confirmatory Factor Analysis ◽  
Statistics Education ◽  
Individual Item ◽  
Research Journal ◽  
Item Functioning ◽  
Confirmatory Factor ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

Although a number of instruments for assessing attitudes toward statistics have been developed, several questions with regard to the structure and item functioning remain unresolved. In this study, the structure of the Survey of Attitudes Toward Statistics (SATS-36), a widely used questionnaire to measure six aspects of students’ attitudes toward statistics, is investigated. This study addresses the previously unexplored issue of individual item functioning. Based on confirmatory factor analysis using individual items, the results suggest that the SATS-36 can be improved by removing some poorly functioning items and that depending on the goals of a specific study either six subscales could be used or three of them (Affect, Cognitive Competence, and Difficulty) can be combined into one subscale without losing much information. First published May 2011 at Statistics Education Research Journal: Archives

scholarly journals SURVEYS ASSESSING STUDENTS’ ATTITUDES TOWARD STATISTICS: A SYSTEMATIC REVIEW OF VALIDITY AND RELIABILITY

2012 ◽  
Vol 11 (2) ◽  
pp. 103-123
Author(s):  
MEAGHAN M. NOLAN ◽  
TANYA BERAN ◽  
KENT G. HECKER
Keyword(s):  
Systematic Review ◽  
Education Research ◽  
Statistics Education ◽  
Final Analysis ◽  
Attitude Scale ◽  
Validity And Reliability ◽  
Research Journal ◽  
Positive Attitudes ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

Students with positive attitudes toward statistics are likely to show strong academic performance in statistics courses. Multiple surveys measuring students’ attitudes toward statistics exist; however, a comparison of the validity and reliability of interpretations based on their scores is needed. A systematic review of relevant electronic databases yielded 532 citations, 78 of which were reviewed, and 35 included in a final analysis. Fifteen instruments were identified; however, evidence of validity and reliability has only accumulated for the Statistics Attitude Scale, Attitudes Toward Statistics Scale, and Survey of Attitudes Toward Statistics (two versions). In conclusion, a number of surveys exist, but there is a paucity of peer-reviewed validity and reliability evidence. First published November 2012 at Statistics Education Research Journal: Archives

scholarly journals THE IMPORTANCE OF ATTITUDES IN STATISTICS EDUCATION

2012 ◽  
Vol 11 (2) ◽  
pp. 57-71
Author(s):  
CAROLINE RAMIREZ ◽  
CANDACE SCHAU ◽  
ESMA EMMİOĞLU
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Research Journal ◽  
Statistics Course ◽  
Attitudes Toward Statistics ◽  
Students Attitudes ◽  
Course Outcomes

People forget what they do not use. But attitudes “stick.” Our article emphasizes the importance of students’ attitudes toward statistics. We examine 15 surveys that purport to assess these attitudes and then describe the Survey of Attitudes Toward Statistics, a commonly used attitude survey. We present our conceptual model of Students’ Attitudes Toward Statistics (SATS-M), which is congruent with Eccles and colleagues’ Expectancy-Value Theory (Eccles’ EVT), as well as others. The SATS-M includes three broad constructs that impact Statistics Course Outcomes: Student Characteristics, Previous Achievement-Related Experiences, and Statistics Attitudes. We briefly describe Eccles’ EVT and other theories that support our SATS-M. We relate findings from research using the SATS to our model and end with implications for statistics education. First published November 2012 at Statistics Education Research Journal: Archives

scholarly journals WHEN DO STUDENTS’ ATTITUDES CHANGE? INVESTIGATING STUDENT ATTITUDES AT MIDTERM

2017 ◽  
Vol 16 (2) ◽  
pp. 476-486
Author(s):  
APRIL T. KERBY ◽  
JACQUELINE R. WROUGHTON
Keyword(s):  
Education Research ◽  
Student Attitudes ◽  
Statistics Education ◽  
Student Attitude ◽  
Introductory Statistics ◽  
Individual Student ◽  
Statistics Education Research ◽  
Research Journal ◽  
Statistics Course ◽  
Students Attitudes

Statistics educators have been investigating how students’ attitudes change in the introductory statistics course for many years. Typically, an overall decrease in mean attitudes over the course has been noted. However, when and how do students’ attitudes change during the term? Do they steadily decrease or is there a point when students’ attitudes might actually be increasing? If so, can instructors use this to their advantage? This research introduced a mid-semester survey of attitudes. We found that students’ attitudes are not necessarily strictly declining from the beginning to the end of the semester. We also found it might be advantageous to follow individual student attitude trends throughout the semester instead of just looking at aggregate mean scores for the different surveys. First published November 2017 at Statistics Education Research Journal Archives

Statistics Education Research Journal

2004 ◽  
Vol 4 (3) ◽  
pp. 58-58
Author(s):  
Flavia Jolliffe ◽  
Iddo Gal
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Editorial and Front Matter

2014 ◽  
Vol 13 (1) ◽  
pp. 5-6
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

First published May 2014 at Statistics Education Research Journal Archives

FORTHCOMING IASE CONFERENCES

2013 ◽  
Vol 12 (2) ◽  
pp. 84-87
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Forthcoming IASE Conferences First published November 2013 at Statistics Education Research Journal Archives

FORTHCOMING IASE CONFERENCES

2014 ◽  
Vol 13 (1) ◽  
pp. 77-79
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Forthcoming IASE Conferences First published May 2014 at Statistics Education Research Journal Archives

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