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Minitab as a Didactic Resource for Teaching Statistics at Higher Education Level
Objective: To know the expectations of teachers about the importance of statistical literacy, whether they teach the subject of statistics or those that are directly related to it, in the degree courses offered by the institution, using software with a user-friendly statistical application that contributes to strengthening teaching skills, the curriculum and student learning. Theoretical Framework: The conceptual basis includes some research that points out what has been done to generate a theoretical perspective as a foundation. In this way, reference is made to the central theme of mathematics, specifically statistics, as it improves company quality and productivity. However, some approaches assert a natural resistance of students towards learning it due to the tedium it implies or because the instructor needs more resources for teaching. For this reason, the national reforms sought to remedy this situation, together with the use of technology that favours the meaningful learning of this subject. Method: The research was framed under the quantitative approach, reinforced by a four-point Likert scale questionnaire through the Web application Google Forms to determine teachers' perceptions of the importance of literacy in statistics using the MINITAB software. After the data collection, graphical representations were made to facilitate the interpretation of these data. The population sample was non-probabilistic and convenient for reasons of economy, time, and availability of teachers to answer the survey. Results and Discussion: The results emphasise that the majority of the respondents have taught mathematics. Almost all of these were assigned statistics. They also expressed the importance of statistics as fundamental for them during vocational training and that it is relevant to many areas of knowledge and its application in various industrial processes. On the other hand, most respondents stated that using alternative means for teaching statistics is essential and that by implementing technology, they emphasise statistical literacy. Regarding the use of MINITAB as a learning tool, a large percentage of the surveyed population would like to be trained, expressing interest in using it in their teaching. On the other hand, statistics education today is considered a discipline that has been reborn and remains in continuous consolidation and expansion. Its implementation has increased worldwide at all levels of education and by most higher education institutions, thus developing a statistical culture. Others claim it is a complex, multifaceted and intertwined reality, as modern statistics tends towards reductionism. However, the commitment to using technology brings great benefits and produces better academic results. Research Implications: Statistics literacy is a fundamental area of opportunity for higher education teachers and students, opening up a range of possibilities. It is a branch of mathematics whose application is diversified in the careers offered by the institution and the labour field. Once teachers have been trained in MINITAB, they will have the digital tool to reproduce what they have learned, applying it in the classroom and in academic research. Originality/Value: The implementation of MINITAB as a didactic tool in the teaching of statistics adds advantages for students, as they will acquire instrumental competencies for data examination, trend discovery, and pattern anticipation, among other opportunities and challenges. Nowadays, the use of technology in the classroom is always vital, as it allows teachers to design teaching units that adapt to student needs, change the teaching style, capture the students' interest, discover the advantage of optimising statistical calculations, and stimulate curiosity and foresight, among other things.
Minitab as a Didactic Resource for Teaching Statistics at Higher Education Level
Objective: To know the expectations of teachers about the importance of statistical literacy, whether they teach the subject of statistics or those that are directly related to it, in the degree courses offered by the institution, using software with a user-friendly statistical application that contributes to strengthening teaching skills, the curriculum and student learning. Theoretical Framework: The conceptual basis includes some research that points out what has been done to generate a theoretical perspective as a foundation. In this way, reference is made to the central theme of mathematics, specifically statistics, as it improves company quality and productivity. However, some approaches assert a natural resistance of students towards learning it due to the tedium it implies or because the instructor needs more resources for teaching. For this reason, the national reforms sought to remedy this situation, together with the use of technology that favours the meaningful learning of this subject. Method: The research was framed under the quantitative approach, reinforced by a four-point Likert scale questionnaire through the Web application Google Forms to determine teachers' perceptions of the importance of literacy in statistics using the MINITAB software. After the data collection, graphical representations were made to facilitate the interpretation of these data. The population sample was non-probabilistic and convenient for reasons of economy, time, and availability of teachers to answer the survey. Results and Discussion: The results emphasise that the majority of the respondents have taught mathematics. Almost all of these were assigned statistics. They also expressed the importance of statistics as fundamental for them during vocational training and that it is relevant to many areas of knowledge and its application in various industrial processes. On the other hand, most respondents stated that using alternative means for teaching statistics is essential and that by implementing technology, they emphasise statistical literacy. Regarding the use of MINITAB as a learning tool, a large percentage of the surveyed population would like to be trained, expressing interest in using it in their teaching. On the other hand, statistics education today is considered a discipline that has been reborn and remains in continuous consolidation and expansion. Its implementation has increased worldwide at all levels of education and by most higher education institutions, thus developing a statistical culture. Others claim it is a complex, multifaceted and intertwined reality, as modern statistics tends towards reductionism. However, the commitment to using technology brings great benefits and produces better academic results. Research Implications: Statistics literacy is a fundamental area of opportunity for higher education teachers and students, opening up a range of possibilities. It is a branch of mathematics whose application is diversified in the careers offered by the institution and the labour field. Once teachers have been trained in MINITAB, they will have the digital tool to reproduce what they have learned, applying it in the classroom and in academic research. Originality/Value: The implementation of MINITAB as a didactic tool in the teaching of statistics adds advantages for students, as they will acquire instrumental competencies for data examination, trend discovery, and pattern anticipation, among other opportunities and challenges. Nowadays, the use of technology in the classroom is always vital, as it allows teachers to design teaching units that adapt to student needs, change the teaching style, capture the students' interest, discover the advantage of optimising statistical calculations, and stimulate curiosity and foresight, among other things.
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