scholarly journals DO INTRODUCTORY STATISTICS COURSES IN THE UNITED STATES IMPROVE STUDENTS’ ATTITUDES?

2012 ◽  
Vol 11 (2) ◽  
pp. 86-94
Author(s):  
CANDACE SCHAU ◽  
ESMA EMMİOĞLU
Keyword(s):  
United States ◽  
Statistics Education ◽  
The United States ◽  
Introductory Statistics ◽  
Cognitive Competence ◽  
Post Secondary ◽  
Statistics Instruction ◽  
Research Journal ◽  
Students Attitudes ◽  
Current Impact

We examined the attitudes of about 2200 students enrolled in 101 sections of post-secondary introductory statistics service courses located across the United States. Using the Survey of Attitudes Toward Statistics-36, we assessed students’ attitudes when they entered and left their courses, as well as changes in attitudes across their courses. Results showed that, on average, students entered these courses with neutral (Affect, Difficulty), positive (Cognitive Competence, Value, Interest), and very positive (Effort) attitudes. Their attitudes either stayed about the same (Affect, Cognitive Competence, Difficulty) or decreased (Value, Interest, Effort). These results help us understand the current impact of introductory statistics instruction in U.S. institutions. First published November 2012 at Statistics Education Research Journal: Archives

scholarly journals THE IMPACT OF STUDENT-DIRECTED PROJECTS IN INTRODUCTORY STATISTICS

2017 ◽  
Vol 16 (1) ◽  
pp. 240-261
Author(s):  
DIANNA J. SPENCE ◽  
BRAD BAILEY ◽  
JULIA L. SHARP
Keyword(s):  
Statistics Education ◽  
The United States ◽  
Instructional Materials ◽  
Introductory Statistics ◽  
Research Journal ◽  
Subsequent Discussion ◽  
Quantitative Analyses ◽  
Students Attitudes ◽  
Directed Research ◽  
The Impact

A multi-year study investigated the impact of incorporating student-directed discovery projects into introductory statistics courses. Pilot instructors at institutions across the United States taught statistics implementing student-directed projects with the help of a common set of instructional materials designed to facilitate such projects. Researchers measured the impact of these projects on student learning and on students’ attitudes and beliefs about statistics. Results of the quantitative analyses are shared, with subsequent discussion of their implications. Findings suggest that inclusion of student-directed research projects in introductory statistics can lead to greater statistics self-efficacy and improved statistical knowledge in specific domains. Additional analyses suggest that these student benefits may improve as their instructors gain more experience facilitating such projects. First published May 2017 at Statistics Education Research Journal Archives

AN EXPLORATION OF STUDENT ATTITUDES AND SATISFACTION IN A GAISE-INFLUENCED INTRODUCTORY STATISTICS COURSE

2017 ◽  
Vol 16 (2) ◽  
pp. 487-510
Author(s):  
WARREN PAUL
Keyword(s):  
Student Attitudes ◽  
Structural Equation ◽  
Statistics Education ◽  
Student Feedback ◽  
Introductory Statistics ◽  
Group Discussions ◽  
Research Journal ◽  
Statistics Course ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

We used the Survey of Attitudes Toward Statistics to (1) evaluate using pre-semester data the Students’ Attitudes Toward Statistics Model (SATS-M), and (2) test the effect on attitudes of an introductory statistics course redesigned according to the Guidelines for Assessment and Instruction in Statistics Education (GAISE) by examining the change in attitudes over the semester and, using supplementary data from an annual Student Feedback Survey, testing for a change in overall satisfaction following implementation of the redesigned course. We took an exploratory rather than confirmatory approach in both parts of this study using Bayesian networks and structural equation modelling. These results were triangulated with analysis of focus group discussions and the annual Student Feedback Survey. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals EVALUATING TWO MODELS OF COLLABORATIVE TESTS IN AN ONLINE INTRODUCTORY STATISTICS COURSE

2015 ◽  
Vol 14 (1) ◽  
pp. 36-59
Author(s):  
AUÐBJÖRG BJÖRNSDÓTTIR ◽  
JOAN GARFIELD ◽  
MICHELLE EVERSON
Keyword(s):  
Quantitative Methods ◽  
Statistics Education ◽  
Introductory Statistics ◽  
Qualitative And Quantitative Methods ◽  
Noticeable Increase ◽  
Research Journal ◽  
Significant Difference ◽  
Statistics Course ◽  
Students Attitudes ◽  
Collaborative Tests

This study explored the use of two different types of collaborative tests in an online introductory statistics course. A study was designed and carried out to investigate three research questions: (1) What is the difference in students’ learning between using consensus and non-consensus collaborative tests in the online environment?, (2) What is the effect of using consensus and non-consensus collaborative tests on students’ attitudes towards statistics?, and (3) How does using a required consensus vs. a non-consensus approach on collaborative tests affect group discussions? Qualitative and quantitative methods were used for data analysis. While no significant difference was found between groups using the two collaborative testing formats, there was a noticeable increase in students’ attitudes across both formats towards learning statistics. This supports prior research on the benefits of using collaborative tests in face-to-face courses. First published May 2015 at Statistics Education Research Journal Archives

scholarly journals STATISTICS GRADUATE TEACHING ASSISTANTS’ BELIEFS, PRACTICES AND PREPARATION FOR TEACHING INTRODUCTORY STATISTICS

2017 ◽  
Vol 16 (1) ◽  
pp. 294-319
Author(s):  
NICOLA JUSTICE ◽  
ANDREW ZIEFFLER ◽  
JOAN GARFIELD
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Assistants ◽  
Statistics Education ◽  
The United States ◽  
Graduate Teaching Assistants ◽  
Pedagogical Practices ◽  
Introductory Statistics ◽  
Graduate Teaching ◽  
Research Journal

Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students’ preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine these characteristics was developed and administered as part of an NSF-funded project. The results, based on responses from 213 GTAs representing 38 Ph.D.–granting statistics departments in the United States, suggest that many GTAs have not experienced the types of professional development related to teaching supported in the literature. Evidence was also found to suggest that, in general, GTAs teach in ways that are not aligned with their own beliefs. Furthermore, their teaching practices are not aligned with professionally-endorsed recommendations for teaching and learning statistics. First published May 2017 at Statistics Education Research Journal Archives

INSTRUCTOR AND INSTRUCTIONAL EFFECTS ON STUDENTS’ STATISTICS ATTITUDES

2021 ◽  
Vol 19 (2) ◽  
pp. 7-26
Author(s):  
CHAO XU ◽  
MICHELLE PETERS ◽  
SUE BROWN
Keyword(s):  
Education Research ◽  
Instructional Practices ◽  
Statistics Education ◽  
The United States ◽  
Covariate Adjustment ◽  
Post Secondary ◽  
Research Journal ◽  
Instructional Effects ◽  
Using Data ◽  
Dimensions Of Teaching

Using data from 23 statistics instructors and 1,924 students across 11 post-secondary institutions in the United States,we employ multilevel covariate adjustment models to quantify the sizes of instructor and instructional effects on students’ statistics attitudes. The analysis suggests that changes in students’ statistics attitudes vary considerably across statistics instructors. Instructor-associated changes instudents’ statistics attitudes are positively associated with instructional practices most proximal to tasks involving data as well as with instructors’ attitudestoward teaching their statistics classes. Moreover, instructor-associated changes in students’ statistics attitudes are positively related to changes in students’ expected grades. These findings lend support to previous qualitative findings about links between certain dimensions of teaching practices and students’ statistics attitudes. First published June 2020 at Statistics Education Research Journal Archives

CONFIRMING THE STRUCTURE OF THE SURVEY OF ATTITUDES TOWARD STATISTICS (SATS-36) BY SWEDISH STUDENTS

2019 ◽  
Vol 18 (1) ◽  
pp. 83-93
Author(s):  
INGER PERSSON ◽  
KATRIN KRAUS ◽  
LISBETH HANSSON ◽  
FAN YANG WALLENTIN
Keyword(s):  
Statistics Education ◽  
Original Model ◽  
Introductory Statistics ◽  
Model Structure ◽  
Research Journal ◽  
Statistics Course ◽  
Confirmatory Factor ◽  
Attitudes Toward Statistics ◽  
Students Attitudes ◽  
Analyze Data

Research on students’ attitudes toward statistics has attracted many statistics instructors and statistics education researchers. In this study, we use confirmatory factor analysis to analyze data collected from an introductory statistics course using the Survey of Attitudes toward Statistics. The results suggest that the items and six factors are conceptually relevant, confirming the six-factor structure of the pretest version of SATS-36 on this sample of Swedish students, with a few suggested modifications of the original model structure. Two items are excluded from the Difficulty component, two items on the Affect component are allowed to correlate, and two items on the Cognitive competence component are also allowed to correlate. First published May 2019 at Statistics Education Research Journal Archives

scholarly journals ATTITUDES AND ACHIEVEMENT IN STATISTICS: A META-ANALYSIS STUDY

2012 ◽  
Vol 11 (2) ◽  
pp. 95-102
Author(s):  
ESMA EMMİOĞLU ◽  
YESIM CAPA-AYDIN
Keyword(s):  
Statistics Education ◽  
Meta Analysis ◽  
The United States ◽  
Effect Sizes ◽  
Medium Effect ◽  
Cognitive Competence ◽  
Analysis Study ◽  
Research Journal ◽  
Attitudes Toward Statistics ◽  
The U.S

This study examined the relationships among statistics achievement and four components of attitudes toward statistics (Cognitive Competence, Affect, Value, and Difficulty) as assessed by the SATS. Meta-analysis results revealed that the size of relationships differed by the geographical region in which the studies were conducted as well as by the component of statistics attitudes being examined. Medium effect sizes were found between statistics achievement and scores on the Affect and Cognitive Competence components for studies conducted in the United States whereas those conducted in other countries yielded small effect sizes. The Value and Difficulty components exhibited small effect sizes for both regions. In every case, the U.S. effect sizes were about double in size in comparison to those from non-U.S. countries. 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

INTRODUCTORY STATISTICS COURSE TERTIARY STUDENTS’ UNDERSTANDING OF P-VALUES

2014 ◽  
Vol 13 (1) ◽  
pp. 53-65 ◽  
Author(s):  
ROBYN REABURN
Keyword(s):  
Null Hypothesis ◽  
Probabilistic Reasoning ◽  
Statistics Education ◽  
Introductory Statistics ◽  
P Values ◽  
Testing Procedures ◽  
Research Journal ◽  
Null Hypothesis Testing ◽  
Statistics Course ◽  
Teaching Programs

This study aimed to gain knowledge of students’ beliefs and difficulties in understanding p-values, and to use this knowledge to develop improved teaching programs. This study took place over four consecutive teaching semesters of a one-semester tertiary statistics unit. The study was cyclical, in that the results of each semester were used to inform the instructional design for the following semester. Over the semesters, the following instructional techniques were introduced: computer simulation, the introduction of hypothetical probabilistic reasoning using a familiar context, and the use of alternative representations. The students were also encouraged to write about their work. As the interventions progressed, a higher proportion of students successfully defined and used p-values in Null Hypothesis Testing procedures. First published May 2014 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

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