Basic Math Skills and Performance in an Introductory Statistics Course

Johnson, Marianne; Kuennen, Eric

doi:10.1080/10691898.2006.11910581

Cited by 71 publications

(69 citation statements)

References 17 publications

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“…However, exam, homework, and projects can serve as a comparative tool between sections with different delivery methods, especially when the instructor and assessments are consistent across semesters and sections (Johnson and Kuennen 2006;Shachar and Neumann 2010;Emmioglu and Capa-Aydin 2012). Tempelaar et al (2010) used project, final exam, quiz, and homework grades to measure course performance in their introductory quantitative methods course in conjunction with the SRA and the SATS-28.…”

Section: Student Performancementioning

confidence: 99%

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

Gundlach

Richards

Nelson

et al. 2015

Journal of Statistics Education

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Web-augmented traditional lecture, fully online, and flipped sections, all taught by the same instructor with the same course schedule, assignments, and exams in the same semester, were compared with regards to student attitudes; statistical reasoning; performance on common exams, homework, and projects; and perceptions of the course and instructor. The Survey of Attitudes Toward Statistics-36 (SATS-36) instrument and eight questions from the Statistical Reasoning Assessment (SRA) were given both at the beginning and end of the semester to measure change. The students selected their own sections, but the students in the sections were similar demographically, with similar pre-course college grade point averages. The SATS-36 showed increases in affect, cognitive competence, and perceived easiness and decreases in value, interest, and effort from beginning to end of the semester for all sections. Only affect and Journal of Statistics Education, Volume 23, Number 1 (2015) 2 perceived easiness showed any differences for section, with traditional higher than online on average for both. Results from the SRA questions showed an increase in correct statistical reasoning skills and decrease in misconceptions for all sections over the semester. Traditional students scored higher on average on all three exams, but there were no significant differences between sections on homework, the project, or on university evaluations of the course or instructor. Results are contextualized with prior educational research on course modalities, and proposals for future research are provided.

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Section: Student Performancementioning

confidence: 99%

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

Gundlach

Richards

Nelson

et al. 2015

Journal of Statistics Education

View full text Add to dashboard Cite

show abstract

“…In general, women outperform men in statistics courses offered by business departments; however, the bulk of Schram's analysis is based on statistics taught in education and psychology courses. Johnson and Kuennen (2006) show that female students outperform male students in an introductory business statistics course, while Harraway (2002) finds no gender difference in performance in an introductory biostatistics course in New Zealand. Buck (1985) hypothesizes gender effects may enter into statistics students' performance in several different ways: (1) male students may tend to monopolize the inclass attention of professors, (2) female students may be more sensitive to role-model effects, (3) professors may have gender-specific performance expectations, or (4) gender may meaningfully impact academic confidence or math skills.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Thus, we chose to use "Grade in Course" as our dependent variable, rather than more professor-dependent measures such as point total. We argue "Grade in Course" is additionally relevant because it is the variable of interest to the students (Johnson and Kuennen 2006;Krieg and Uyar 2001).…”

Section: Measuring Student Performancementioning

confidence: 99%

“…Both the men and women in our sample outperform their counterparts in the general university population on this portion of the ACT exam; however, the increase for the women was larger. The science portion of the ACT is of special interest to us, as this exam asks students to interpret data, graphs, tables, experimental results, and to comment on experimental design, conflicting viewpoints, and hypotheses --skills that compare favorably to those needed in introductory business statistics (Johnson and Kuennen 2006).…”

Section: The Datamentioning

confidence: 99%

“…al 1990;Johnson and Kuennen 2006;Stage and Kloosterman 1995). We attempt to control for mathematical background with a variety of variables, including whether a student was required to take remedial mathematics, student scores on the Mathematics portion of the ACT exam, and student scores on a quiz of very basic math skills.…”

Section: The Datamentioning

confidence: 99%

See 2 more Smart Citations

Student and Professor Gender Effects in Introductory Business Statistics

Haley

Johnson

Kuennen

2007

Journal of Statistics Education

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Studies have yielded highly mixed results as to differences in male and female student performance in statistics courses; the role that professors play in these differences is even less clear. In this paper, we consider the impact of professor and student gender on student performance in an introductory business statistics course taught by economics faculty. Using a sample of 535 students, we find, after controlling for academic and mathematical background, that students taught by a professor of the opposite gender fare significantly worse than students taught by a professor of the same gender. The presence of this gender effect highlights the importance of pursuing sound, gender-neutral pedagogical practices in introductory statistics education.

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Basic mathematics test predicts statistics achievement and overall first year academic success

et al. 2014

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In the psychology and educational science programs at Ghent University, only 36.1 % of the new incoming students in 2011 and 2012 passed all exams. Despite availability of information, many students underestimate the scientific character of social science programs. Statistics courses are a major obstacle in this matter. Not all enrolling students master the basic mathematical skills needed to pass statistics courses. Therefore, we propose a test that measures these skills. Our aim is to examine the predictive validity of the test with regard to the statistics course and also as to overall academic success. The results indicate that a test of very basic mathematics skills helps identify at-risk students at and before the start of the academic year. The practical implications of these results are discussed. The test aids the efficient use of means for remedial interventions and supports future students in choosing a higher education program that suits their potential

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Basic Math Skills and Performance in an Introductory Statistics Course

Cited by 71 publications

References 17 publications

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

Student and Professor Gender Effects in Introductory Business Statistics

Basic mathematics test predicts statistics achievement and overall first year academic success

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