Disruptiveness of COVID-19: Differences in Course Engagement, Self-appraisal, and Learning

We investigated how the transition to remote instruction amidst the COVID-19 pandemic affected students’ engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) year. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Though resilient in some respects, students’ self-appraisal and learning appeared negatively affected by pandemic circumstances.

USE OF SHARING KNOWLEDGE ACTIVELY LEARNING MODEL WITH GUIDED DISCOVERY METHOD AT TUTORIAL STATISTICS IN GROUP STUDY AT UNIVERSITAS TERBUKA IN BANJARBARU

The aim of this action research is increasing the activity and learning through the application of sharing knowledge actively learning model with guided discovery method on statistics courses tutorial at open university (UT) study group in Banjarbaru. The subject of this study were Students of UT at, Pendas S-1 class A of PGSD, who took an educational statistics courses (PEMA - 4210) semesters VII, 2011.1 registered.Action research activities divided students into small groups, and each time of the meeting, the tutor provides the Group Worksheet (LKK), which contains materials summary to be studied by each group. Tutor only facilitated groups who had barriers, with reminded to reread LKK, the tutor was not allowed to give a direct answer.During the research activities carried out by using LKK, it could be concluded that students really learned in groups, and they also helped each other between a group with other groups to discuss the material that was less mastered by them.The results showed the use of sharing knowledge actively learning model with guided discovery method, capable to provide assistance students in learning statistical material, and outcomes indicated that PGSD Pendas S-1 class A, who took education statistics (Pema 4210) semesters VII, period 2011.1 were graduated 100 percent. (*)

PELATIHAN PLS-SEM MENGGUNAKAN SMARTPLS 3.0 DOSEN MATA KULIAH STATISTIKA FISIP UIN SUNAN GUNUNG DJATI BANDUNG

ABSTRAK Statistika memiliki peranan yang sangat penting pada sebuah penelitian. Dengan meningkatkan kompetensi di bidang Statistika, para peneliti akan mampu meminimumkan kesalahan yang dapat terjadi dan dapat meningkatkan kualitas output penelitian. Berdasarkan observasi, masih banyak dosen atau peneliti yang terpaku pada metode analisis tertentu dalam mengolah dan menguji hipotesis penelitian dari data yang dikumpulkan melalui sebuah kuesioner. Salah satu penyebabnya adalah kurangnya pemahaman dan kemampuan dalam menerapkan dan mengolah data menggunakan metode yang sesuai dengan karakteristik data yang dimiliki baik secara teori maupun secara praktik menggunakan software. Tujuan dari kegiatan ini adalah untuk memberikan pelatihan mengenai metode PLS-SEM menggunakan SmartPLS 3.0 dalam mengolah data yang diperoleh dari kuesioner pada Dosen mata kuliah Statistika di Fakultas Ilmu Sosial dan Ilmu Politik UIN Sunan Gunung Djati Bandung. Dalam pelatihan ini, peserta dibekali dengan pemaparan teori PLS-SEM meliputi tentang pemaparan atau review mapping metode analisis data, skala pengukuran variabel, teori dasar dari PLS-SEM serta praktikum menggunakan SmartPLS 3.0. Kegiatan ini mampu mengenalkan dan meningkatkan pemahaman serta kemampuan Dosen mata kuliah Statistika di Fakultas Ilmu Sosial dan Ilmu Politik UIN Sunan Gunung Djati Bandung dalam menerapkan metode PLS-SEM menggunakan SmartPLS 3.0. Dengan demikian, kegiatan ini juga mampu mendorong motivasi dosen dalam melaksanakan penelitian dan pengembangan transfer ilmu kepada mahasiswa. ABSTRACTStatistics has a very important role in a study. By increasing Statistics competence, researchers will be able to minimize errors and can improve the quality of research output. Based on observations, there are lecturers or researchers who tend to use certain methods on research hypotheses assessment on data which collected through questionaires. Caused by the lack of understanding and ability to choose a suitably method with the characteristics of the data both in theory and in practice using software. The aim of this activity is to provide training on the PLS-SEM method using SmartPLS 3.0 on data obtained from questionnaires for Lecturers of Statistics courses at the Faculty of Social and Political Sciences, UIN Sunan Gunung Djati Bandung. In this training, participants are provided with an explanation of PLS-SEM theory including review of mapping data analysis methods, variable measurement scales, basic theory of PLS-SEM with practical analysis using SmartPLS 3.0. Not only able to introduce and improve the understanding of Lecturers of Statistics courses at the Faculty of Social and Political Sciences UIN Sunan Gunung Djati Bandung on the application of the PLS-SEM method using SmartPLS 3.0, this activity also encourage lecturers' motivation in carrying out research and developing knowledge transfer to students.

A Study of PhD Courses and Curricula Across Schools of Social Work

Objectives This study explored courses offered by social work PhD programs, the variation in these courses by type of university, and how the courses compare to the Group for the Advancement of Doctoral Education in Social Work (GADE) Quality Guidelines. Study Methods Course curriculums of 84 GADE-affiliated social work PhD programs were double-blind coded. PhD directors verified codes and answered a brief survey. Findings A total of 1146 courses were coded into 28 categories. An average of six research and statistics courses were offered per program. Few programs offered courses in measurement, intervention research, meta-analysis, program evaluation, or grant writing. Most programs indicated that diversity, equity, and inclusion was infused in the curriculum. Less than half (41%) of PhD program directors indicated that GADE Quality Guidelines were influential. Conclusions PhD programs are offering more research and statistics courses than in the past, but GADE Quality Guidelines are not consistently followed.

Statistics Instructors' Perceptions of Statistics Literacy in Different Undergraduate Programs

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.

ACHIEVING STATISTICS SELF-ACTUALIZATION: FACULTY SURVEY ON TEACHING APPLIED SOCIAL STATISTICS

In this paper, we detail a convergent mixed-methods survey of faculty teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Maslow’s 1943 theory of Hierarchy of Needs. First published June 2020 at Statistics Education Research Journal Archives

New Statistics, Old Schools: An Overview of Current Introductory Undergraduate and Graduate Statistics Pedagogy Practices

Background A philosophical shift in statistics regarding emphasis on “New Statistics” (NS; Cumming, G. (2014). The new statistics: Why and how. Psychological Science, 25(1), 7-29.) over conventional null hypothesis significance testing (NHST) raises the question of appropriate material coverage in undergraduate statistics courses. Objective We examined current practices in statistics pedagogy at the graduate and undergraduate levels for both NS and NHST. Method Using an online survey of a nationwide sample of current graduate students ( n = 452) and graduate faculty ( n = 162), we examined statistics pedagogy and perceptions of best approaches for teaching undergraduate statistics. Results In undergraduate statistics courses, coverage of NS material involves modest instruction in effect sizes and confidence intervals, while NHST remains dominant. Graduate courses have more balanced coverage. Effect size estimation was regarded as the most important NS knowledge for success in graduate school and the topic most in need of increased undergraduate coverage. Conclusion Undergraduate statistics courses could increase NS coverage, particularly effect size estimation, to better align with and prepare students for graduate work. Teaching Implications This research summarizes graduate program expectations and graduate student experiences regarding undergraduate statistics that current instructors can use to shape the content of their classes.

PENGEMBANGAN BAHAN AJAR BERBASIS KONSTRUKTIVISME PADA MATAKULIAH STATISTIKA EKONOMI

This research is motivated by the important of statistics, especially in the economics. Therefore, students must know economic statistics. The reality shows that students' ability in economic statistics is still low. In order that this problems can be solved, a learning module that can help students in studying economic statistics is required. Therefore, in this research the learning module based on constructivism was selected. This research aims to develop learning module based on constructivism in economic statistics courses. This research is a development research with the ADDIE model. The subject is students of the Islamic Economics Department, Faculty of Economics and Islamic Business, IAIN Kerinci. This research used two instruments: validation sheets and student response questionnaires. Based on the data analyse, it is found that: 1) The learning module based on constructivism was valid in terms of material, appearance, and constructivism, 2) The learning module based on constructivism wast practical in terms of usefulness, attractiveness, and efficiency with a proportion of 85%