東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Student attitudes, conceptions, and ...

Evans, Brian R.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Student attitudes, conceptions, and achievement in introductory undergraduate college statistics./
Author:	Evans, Brian R.
Description:	181 p.
Notes:	Major Adviser: Joseph DuCette.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	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.
LDR:03075nam 2200325 a 45 001 973617
005 20110928
008 110928s2005 eng d
020 $a 9780542187162
035 $a (UMI)AAI3178774
035 $a AAI3178774
040 $a UMI $c UMI
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.
590 $a School code: 0225.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Mathematics. $3 1017588
690 $a 0280
690 $a 0727
690 $a 0745
710 2 0 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 66-06A.
790 $a 0225
790 1 0 $a DuCette, Joseph, $e advisor
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178774