Measuring and improving university students’ statistics self-concept: A systematic review

Filiz, Mehmet; Early, Erin; Thurston, Allen; Miller, Sarah

doi:10.1016/j.ijedro.2020.100020

Cited by 6 publications

(6 citation statements)

References 81 publications

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“…Education is an integral aspect of life, and a good education is crucial for achieving success. To enhance the education system for students, changes are continually being made worldwide, ranging from teaching methodologies to curricula [6,71] . One technology that is revolutionizing multiple domains and changing the world is artificial intelligence.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, it is crucial to understand and measure academic self-concept, especially statistics self-concept. However, According to Filiz [71] , the existing indicators for measuring statistics self-concept are problematic due to their vague and diverse definitions. Therefore, it is essential to critically evaluate widely-used data collection tools for statistics self-concept and teaching methods to enhance university students' statistics self-concept.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

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Building skills for the future of work: Students’ perspectives on emerging jobs in the Data and AI Cluster through artificial intelligence in education

Rožman,

Tominc,

Vrečko

2023

Environ Soc Psychol

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The main goal of this paper is to supplement the existing literature with new knowledge in the field of artificial intelligence and education, which relates to the importance of courses in statistics, quantitative methods, and students’ perspectives about emerging jobs in the Data and AI Cluster. A multidimensional model of the perceived usefulness of artificial intelligence in students’ perspective about emerging jobs in the Data and AI Cluster was formed; it includes constructs students’ knowledge of the meaning of “artificial intelligence”, their perception of its usefulness in their studies, the perceived ease of use of AI, the perceived usefulness of statistics and quantitative methods, students’ perspective on work skills for the future, and their perspective on emerging jobs in the Data and AI Cluster. The empirical research included 197 undergraduate and postgraduate students from the University of Maribor, Faculty of Economics and Business in Slovenia, who had prior knowledge of statistics obtained during their studies. The data were analyzed using structural equation modeling. The main findings of our research are important for curricula development and stress these implications: emphasis on teaching the meaning and importance of AI, integration of AI in coursework, strengthening quantitative skills and developing future work skills that are aligned with emerging trends in the Data and AI Cluster.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Implicationsmentioning

confidence: 99%

Building skills for the future of work: Students’ perspectives on emerging jobs in the Data and AI Cluster through artificial intelligence in education

Rožman,

Tominc,

Vrečko

2023

Environ Soc Psychol

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“…The TTC is part of the advanced level which specializes in primary/primary school teacher training and there are currently 16 TTCs located throughout the country. This research uses the Attitudes Towards Statistics Survey (SATS-36) developed by (Filiz et al, 2020a). In the SATS-36 items are grouped into six factors that assess student attitudes including components of affect, cognitive ability, value, difficulty, interest, and effort.…”

Section: B Methodsmentioning

confidence: 99%

“…Students' attitudes toward statistics may have a major impact on the development of statistical thinking skills that are useful for applying statistical knowledge. The SATS-36 method can be used in student-centered teaching and is one of the most effective ways to overcome the problem of low achievement in statistics classes (Filiz et al, 2020a;Wakhata et al, 2023). The integration of the SATS-36 method plays a major role in improving students' knowledge and attitudes (Cladera, 2021).…”

Section: A Introductionmentioning

confidence: 99%

Gender Disparities Impact on Pre-Service Teachers' Attitudes in Mathematics and Statistics Education

Judijanto,

Lumbantoruan

2024

JTAM

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The research investigates the impact of gender disparities on prospective teachers' attitudes towards statistics in mathematics education. The problem is a lack of understanding of how gender influences attitudes towards statistics. This research aims to explore differences in attitudes towards statistics based on gender and identify factors that influence these attitudes. The urgency lies in the importance of better understanding how gender can influence attitudes toward statistics among prospective teachers. This research method uses the Attitudes towards Statistics Survey (SATS-36) survey which was completed by 355 prospective teachers from 7 TTCs who were randomly selected. Data was collected through an online survey and analyzed using an independent T-test to compare the attitudes of prospective teachers based on gender. The results show that prospective teachers have a positive attitude towards statistics and gender has a significant influence on attitudes towards statistics. A significant difference was found in attitudes towards statistics between male and female teacher candidates, with men tending to have more positive attitudes. The conclusion is that gender plays an important role in shaping prospective teachers' attitudes towards statistics. The implication is that special attention is needed to pay attention to gender factors in developing mathematics education curricula to increase interest and understanding of statistics among prospective teachers.

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“…As a result of this situation, they suggested some training for pre-service teachers' academic stress to overcome this problem and increase their self-concept with some support. Similarly, another systematic review on pre-service teachers' self-concept was conducted by Filiz, Early, Thurston, and Miller (2020). They aimed to find out how pre-service teachers' self-concepts can be enhanced.…”

Section: Introductionmentioning

confidence: 99%

An Extended Literature Review on EFL Teachers’ Self-Concept

UKA

2022

Journal of Language Research

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The current systematic review focused on the term “EFL teachers’ self-concept”. To investigate self-concept related articles for the field, many studies including meta-analysis, systematic reviews and other sort of studies have been taken into consideration. The terms “self-concept”, “teachers’ self-concept”, “language teachers’ self-concept” were searched in several databases and accessed 15 relevant studies in EFL context in the last 10 years. The following databases provided these papers: Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO), Research Online and Research Gate. To investigate EFL teachers’ self-concepts, an in-depth analysis was employed particularly in this study. The initial purpose of the study was to discover several fundamental factors such as theories, instruments and variables which have been generally employed in each of these studies. Furthermore, it is aimed that with this study the term “self-concept” may be better investigated via complex dynamic system theory (CDST) perspective for further research and EFL teachers’ self-concept can be enhanced in future.

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Measuring and improving university students’ statistics self-concept: A systematic review

Cited by 6 publications

References 81 publications

Building skills for the future of work: Students’ perspectives on emerging jobs in the Data and AI Cluster through artificial intelligence in education

Building skills for the future of work: Students’ perspectives on emerging jobs in the Data and AI Cluster through artificial intelligence in education

Gender Disparities Impact on Pre-Service Teachers' Attitudes in Mathematics and Statistics Education

An Extended Literature Review on EFL Teachers’ Self-Concept

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