Reflection on teaching ‘statistics in education’ for postgraduates students

Veloo, Arsaythamby; Krishnasamy, Hariharan N; Ali, Ruzlan

doi:10.5958/0976-5506.2018.01641.8

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“…Statistics play a crucial role in society and the workplace and have received increased attention from scholars (Ben-Zvi & Garfield, 2008;Chew & Dillon, 2014;Sharma, 2017). Perhaps, attention has been directed to the method of teaching and learning statistics in many countries (Fioravanti Pereira et al, 2019;Veloo et al, 2018). The importance of statistics has been widely highlighted (Frost, 2017;Gupta & V., 2020;Wiberg, 2009).…”

Section: …………………………………………………………………………………………………… Introduction:-mentioning

confidence: 99%

Comparative Study of the Attitudes of Science and Non-Science Students Towards Statistics: The Role of Statistic Anxiety

Adeniyi¹

2021

IJAR

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Statistics is an essential part of the curriculum in Nigerias education landscape taught in the science and non-science classrooms. However, there has been a growing concern about the students attitudes towards statistics across every level. The present study aimed to determine whether there would be a difference between science and non-science students attitudes towards statistics and whether statistics anxiety contributes to the variations in students attitudes towards statistics in the tertiary education level in Nigeria. A convenience sample of two hundred and twenty-two first-year students pooled from three public tertiary institutions in the Kogi State of Nigeria participated in the study. A cross-sectional survey design was adopted. The participants completed a self-report measure of Survey of Attitude toward Statistics (SATS-36),initially developed by Schau (2003), and a modified version of the Statistics Anxiety Rating Scale (SARS) developed initially by BaloÃ‡Â§lu (2002). An independent t-test performed on the data established a statistically significant difference in the attitudes of the science and non-science students towards statistics at MD = 1.78, t (200) = 13.632, P< = .05. The result of a regression analysis performed on the data revealed that statistics anxiety positively predicted attitudes towards anxiety. It was concluded that the variation between the attitude of science students and non-science students towards the teaching and learning of statistics is moderated by statistics anxiety. The study recommends that robust attitude change strategies be adopted to reshape the attitudes of the non-science students towards statistics.

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Section: …………………………………………………………………………………………………… Introduction:-mentioning

confidence: 99%

Comparative Study of the Attitudes of Science and Non-Science Students Towards Statistics: The Role of Statistic Anxiety

Adeniyi¹

2021

IJAR

View full text Add to dashboard Cite

show abstract

Reflection on teaching ‘statistics in education’ for postgraduates students

Cited by 1 publication

References 0 publications

Comparative Study of the Attitudes of Science and Non-Science Students Towards Statistics: The Role of Statistic Anxiety

Comparative Study of the Attitudes of Science and Non-Science Students Towards Statistics: The Role of Statistic Anxiety

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