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

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

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

scholarly journals STATISTICAL LITERACY AS THE EARTH MOVES

2017 ◽  
Vol 16 (1) ◽  
pp. 31-37
Author(s):  
CHRIS J. WILD
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Human Interaction ◽  
Data Display ◽  
Statistical Literacy ◽  
Bob Dylan ◽  
Research Journal ◽  
The Earth ◽  
The Times ◽  
Seismic Forces

“The Times They Are a-Changin’” says the old Bob Dylan song. But it is not just the times that are a-changin’. For statistical literacy, the very earth is moving under our feet (apologies to Carole King). The seismic forces are (i) new forms of communication and discourse and (ii) new forms of data, data display and human interaction with data. These upheavals in the worlds of communication and data are ongoing. If anything, the pace of change is accelerating. And with it, what it means to be statistically literate is also changing. So how can we tell what is important? We will air some enduring themes and guiding principles. First published May 2017 at Statistics Education Research Journal Archives

MORE THAN JUST NUMBERS: CHALLENGES FOR PROFESSIONAL STATISTICIANS

2017 ◽  
Vol 16 (2) ◽  
pp. 362-375
Author(s):  
CLAIRE CAMERON ◽  
ELLA IOSUA ◽  
MATTHEW PARRY ◽  
ROSALINA RICHARDS ◽  
CHRYSTAL JAYE
Keyword(s):  
Education Research ◽  
New Zealand ◽  
Communication Skills ◽  
Statistics Education ◽  
Statistical Literacy ◽  
Workforce Shortage ◽  
Research Journal ◽  
Qualitative Survey ◽  
The People ◽  
The Future

This paper describes a qualitative survey of professional statisticians carried out in New Zealand in 2014. The aim of the study was to find out if the issues this group faced were consistent with those identified in the literature. The issues identified were integrity, legitimacy, isolation, workforce shortage, communication, and marginalisation. They represent points of frustration for statisticians that may impact on the future of the profession as it responds to increasing demands and higher expectations. We found that these issues resonated for many of the statisticians included in our study and we have discussed a number of strategies to address them. They include raising our profile, attracting a broader range of people to the profession, increasing our communication skills, raising the statistical literacy of the people we work with, and a commitment to making it easy to engage with our colleagues. First published November 2017 at Statistics Education Research Journal Archives

SERJ 2019 REFEREES

2019 ◽  
Vol 18 (2) ◽  
pp. 94
Author(s):  
JENNIFER J. KAPLAN
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
The Past ◽  
Statistics Education Research ◽  
Research Journal ◽  
The People

Acknowledgment: We are grateful to the people who acted as referees for the Statistics Education Research Journal in the past year. First published November 2019 at Statistics Education Research Journal Archives  

Editorial and Front Matter

2013 ◽  
Vol 12 (2) ◽  
pp. 2-3
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

First published November 2013 at Statistics Education Research Journal Archives

Editorial and Front Matter

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
JENNIFER. J KAPLAN
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
The Third ◽  
Statistics Education Research ◽  
Research Journal

Welcome to the third issue of SERJ for 2020. First published December 2020 at Statistics Education Research Journal: Archives

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