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Student attitudes, conceptions, and ...

Evans, Brian R.

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Student attitudes, conceptions, and achievement in introductory undergraduate college statistics.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Student attitudes, conceptions, and achievement in introductory undergraduate college statistics./
作者:	Evans, Brian R.
面頁冊數:	181 p.
附註:	Major Adviser: Joseph DuCette.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178774
ISBN:	9780542187162

Student attitudes, conceptions, and achievement in introductory undergraduate college statistics.
Evans, Brian R.

Student attitudes, conceptions, and achievement in introductory undergraduate college statistics. - 181 p.

Major Adviser: Joseph DuCette.

Thesis (Ed.D.)--Temple University, 2005.

Future research should further investigate the relationship between attitudes and conceptions, the level of student attitudes and conceptions in statistics, and the type, quality, and quantity of real-world problems that instructors use.

ISBN: 9780542187162Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Student attitudes, conceptions, and achievement in introductory undergraduate college statistics.
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100 1 $a Evans, Brian R. $3 1297567
245 1 0 $a Student attitudes, conceptions, and achievement in introductory undergraduate college statistics.
300 $a 181 p.
500 $a Major Adviser: Joseph DuCette.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2143.
502 $a Thesis (Ed.D.)--Temple University, 2005.
520 $a Future research should further investigate the relationship between attitudes and conceptions, the level of student attitudes and conceptions in statistics, and the type, quality, and quantity of real-world problems that instructors use.
520 $a The purpose of this study was to measure student attitudes and conceptions, as well as misconceptions, in introductory undergraduate college statistics, and to determine the relationship between those attitudes and conceptions, as well as achievement. This study informs the practice of teaching statistics by giving insight to statistics instructors as to what student attitudes exist, as well as what conceptions and misconceptions students possess. Also, this study provides a catalyst for changing recognized attitudes and correcting misconceptions, which in turn will consequently lead to higher student achievement and a better overall understanding of statistics.
520 $a This study used a survey methodology with a researcher-developed instrument entitled the "Student Attitudes and Conceptions in Statistics" (STACS) questionnaire, which was based upon items from previously developed instruments from a literature review. Students from introductory undergraduate college statistics were surveyed from three departments (mathematics, psychology, and sociology) at a major urban university in the northeastern United States.
520 $a An important finding was that there was no significant change in overall student attitudes and conceptions over the course of an introductory undergraduate statistics class. However, in general, students had significantly better attitudes and better conceptions than neutral responses. There was a small but significant correlation between attitudes and conceptions on the post test given. Significant correlations were found between initial student attitudes and student achievement, and between final student attitudes and student achievement. The most consistent finding regarding the instructor interviews was that instructors tended to use real-world examples to generate interest, improve student attitudes, and eliminate misconceptions.
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