Empirical Study on Student and their Attitudes toward Statistics Course and Statistical Field

Garcı́a-Santillán, Arturo; Escalera-Chávez, Milka Elena; Rojas-Kramer, Carlos A.; Pozos-Texon, Felipe

doi:10.12691/education-2-12-4

Cited by 8 publications

(7 citation statements)

References 19 publications

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“…Nevertheless, that value is still acceptable for its reliability because all of the items in its dimension had the validity measure (Hair, Black, Babin, & Anderson, 2014). The difficulty dimension had the lowest reliability coefficient that was in line with (García-Santillán, Escalera-Chávez, Rojas-Kramer, & Pozos-Texon, 2014;Hilton et al, 2004;Schau, 2008;Schau, Dauphinee, Del Vecchio, & Stevens, 1999;Tempelaar, Schim Van Der Loeff, & Guselaers, 2007) in their research.…”

Section: Methodssupporting

confidence: 69%

Attitudes Toward Statistics and Achievement: Between Students of Science and Social Fields

Cahyawati

Wahyudin

Prabawanto

2018

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The purpose of this study was to explore students' attitudes toward statistics (ATS) based on the beginning and the end of learning, based on differences in fields of study, and examine its relationship with statistical acheivement. ATS was measured by an attitude instrument, namely The Survey of Attitudes toward Statistics (SATS) which consists of six dimensions (affective, cognitive competence, difficulty, value, interest, effort). Research respondents were undergraduate students who took lectures on statistical recognition that came from at one of the universities in South Sumatra. The results of the descriptive analysis showed the variation of ATS in each dimension of attitudes classified into positive, neutral, or negative attitudes. Although there are variations in the response of student attitudes in each dimension, but the results of statistical tests have not been able to show differences in attitudes between the beginning and the end of learning in each dimension. The differences in attitudes between the beginning and the end of learning that are statistically significant are in the dimensions of affective, value, and effort. The difference in the field of student science shows the difference in ATS, but only in the dimension of value. This study does not have enough evidence to state that there is a significant relationship between student attitudes to statistics and the results of learning statistics.

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Section: Methodssupporting

confidence: 69%

Attitudes Toward Statistics and Achievement: Between Students of Science and Social Fields

Cahyawati

Wahyudin

Prabawanto

2018

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“…On students' attitude towards statistics, the findings of Onocha [35], Mukherjee [28], Houston et al [19] and Usman [41] as cited by Gbore & Daramola [16] reported that attitude to Mathematics explained more of the total variance than the children intelligence and that attitude of students towards science were linked with some personality factors through relationship with teachers. In another finding on the significance of students attitude towards statistics, Shangodoyin & Lasisi [39] cited that Santillán el al [37], Beins [11], Yala. &Wanjohi [45], Katz &Tomezic [22], Wenglinsky [43] and Evans [12] there were existence of positive correlation among college students attitude toward statistics and their academic performance.…”

Section: Results and Analysismentioning

confidence: 98%

Student and Teacher Factors as Predictors of Statistics Achievement in Federal School of Statistics Ibadan

Adetona

2017

IJERE

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The study aimed at assessing how students and teachers factor taken together influence students’ achievement in Statistics as well as their relative contribution to the prediction. Two research questions were raised and purposive sampling was adopted to select national diploma year 2 students since they are already in their final level in the school. Intact number of lecturers of Statistics department and year 2 Statistics students were used for the study. Students Questionnaire (SQ), Teaching Staff Scale (TSS), and Statistics Achievement Test (SAT) were used for data collection and analyzed using descriptive and multiple regression. The results showed that the 6 variables taken together had significant contribution to students’ achievement in Statistics and accounted for 80.82% of the variation in students’ achievement in Statistics. It was recommended that stakeholders in provision of Statistics education at the monotechnic institutions level must consider the four variables that contributed significantly to achievement seriously during planning for the Statistics education programmes for optimum achievement of students in Statistics.

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“…The literature (HANNIGAN et al, 2014;WADHWA et al, 2015;ZHANG et al, 2012;SHETTY et al, 2015;BATRA et al, 2014) reports the need for improvements in the teaching of biostatistics. These improvements could increase knowledge and/or training among professionals and would create awareness of the importance of biostatistics in research and clinical work (GARCÍA-SANTILLÁN et al, 2014). However, students' perceptions of statistics must be measured (MILIC et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Validation of the Clinician Attitudes Toward Biostatistics Among Brazilian Dentistry Graduate Students

2018

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The aim of this study was to validity of the Portuguese version of the Clinician Attitudes Toward Biostatistics (CATB) among dentistry postgraduate students. The CATB is a psychometric instrument four-factor. We evaluated the validity (λ, X2/df, CFI, TLI e RMSEA) and reliability (Cronbach's alpha (α) and Composite Reliability (CR)) of the instrument to the sample. It took part of the study 115 postgraduate students (62 master’s students, 80 women, average age 26 ± 4 years). The four-factor model did not fit the sample (λ=0.00-0.85, X2/df=1.83, CFI=0.85 e TLI=0.82 e RMSEA=0.09). After the fit of the refined orthogonal two-factor model (“Perceptions of Knowledge/Training” and “Perceptions of Biostatistics in Research and Scientific Evidence”) was found to be adequate (λ>0.45, X2/df≤2.00; CFI e TLI>0.90, RMSEA≤0.10, α e CR>0.70). The “Perception of Knowledge/Training of Biostatistics” factor was not found to be correlated with the “Perception of Biostatistics in Research and Scientific Evidence”.

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Empirical Study on Student and their Attitudes toward Statistics Course and Statistical Field

Abstract: The aim of this study was to verify whether there are significant differences between the profiles of the mean score students from a sample of three universities, regarding attitude toward the statistics' course and attitude toward the statistical field. The universities were:

Cited by 8 publications

References 19 publications

Attitudes Toward Statistics and Achievement: Between Students of Science and Social Fields

Attitudes Toward Statistics and Achievement: Between Students of Science and Social Fields

Student and Teacher Factors as Predictors of Statistics Achievement in Federal School of Statistics Ibadan

Validation of the Clinician Attitudes Toward Biostatistics Among Brazilian Dentistry Graduate Students

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