#PAGE_PARAMS# #ADS_HEAD_SCRIPTS# #MICRODATA#

Analysis of attitudinal components towards statistics among students from different academic degrees


Autoři: Carmen León-Mantero aff001;  José Carlos Casas-Rosal aff002;  Alexander Maz-Machado aff003;  Miguel E. Villarraga Rico aff004
Působiště autorů: Department of Mathematics, University of Córdoba, Córdoba, Spain aff001;  Department of Statistics, Econometrics, Operational Research, Business Organization and Applied Economics, University of Cordoba, Córdoba, Spain aff002;  Department of Mathematics, University of Córdoba, Córdoba, Spain aff003;  Department of Mathematics, University of Córdoba, Córdoba, Spain aff003;  University of Tolima, Ibagué, Colombia aff004
Vyšlo v časopise: PLoS ONE 15(1)
Kategorie: Research Article
prolekare.web.journal.doi_sk: https://doi.org/10.1371/journal.pone.0227213

Souhrn

Despite its important position in academic and scientific fields, as well as in daily life, statistics is a subject that generates negative attitudes within most t disciplines in the college curriculum. This paper proposes a method for analysing different students’ attitudes toward statistics using paired ANOVA tests for comparing components and groups, and discriminant analysis application for measuring the discriminant power of different components. This method was applied to a sample of 145 teachers in training from the University XXX who were studying for degrees in Spanish, English, social sciences, and mathematics during the 2016–2017 academic year. Pedagogic and anthropologic components were established using Estrada’s Scale of Attitudes toward Statistics (EAEE). All the students were characterized on such a scale. The results show higher scores, mainly in instrumental components (and, to a lesser extent, cognitive and social components) from students majoring in mathematics. Furthermore, the cognitive component that most strongly characterizes students working toward a degree in social sciences, which suggests that they perceive statistics as a reliable subject but are not as aware of its utility when facing problems in everyday life. The information obtained in this study can be used to devise strategies that can lead to an improvement in future teachers’ attitudes toward statistics, which would, in turn, improve the performance of their future students.

Klíčová slova:

Social sciences – Teachers – Mathematics – Statistics – Behavior – Education – Schools – Test statistics


Zdroje

1. Arteaga P, Batanero C, Contreras JM, Cañadas G. Evaluación de errores en la construcción de gráficos estadísticos elementales por futuros profesores. [Assessment of errors of future teachers during the construction of statistical graphs]. Revista latinoamericana de investigación en matemática educativa. 2016; 19(1): 15–40.

2. Batanero C, Chernoff EJ, Engel J, Lee HS, Sánchez E. Research on Teaching and Learning Probability. In Batanero C, Chernoff EJ, Engel J, Lee HS, Sánchez E, editors. Research on Teaching and Learning Probability. Cham: Springer International Publishing; 2016. pp. 1–33.

3. Ridgway J, Nicholson J, McCusker S. Developing statistical literacy in students and teachers. In Batanero C, Burril G, Reading C, editors. Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Dordrecht: Springer; 2011. pp. 311–322.

4. Zwozdiak-Myers P. The Teacher’s reflective Practice Handbook. Londres: Routledge; 2012

5. Pierce R, Chick H. Teacher’ Beliefs About Statistics Education. In Batanero C, Burril G, Reading C, editors, Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. 2011, Dordrecht: Springer, pp. 151–162.

6. Madrid MJ, León-Mantero C, Maz-Machado A. Assessment of the Attitudes towards Mathematics of the Students for Teacher of Primary Education. Open Access Library Journal. 2015; 2.

7. Ramirez C, Schau C, Emmioglu E. The importance of attitudes in statistics education. Statistics Education Research Journal. 2012; 11(2): 57–71.

8. Ashaari NS, Judi HM, Mohamed H, Wook MT. Student’s Attitude towards Statistics Course. Procedia-Social and Behavioral Sciences. 2011; 18: 287–294.

9. Griffith JD, Adams LT, Gu LL, Hart CL, Nichols-Whitehead P. Students’ attitudes toward Statistics across the disciplines: a mixed-methods approach. Statistics Education Research Journal. 2012; 11(2): 45–56.

10. Ruiz de Miguel C. Actitudes hacia la estadística de los alumnos del Grado de Pedagogía, Educación Social y Maestro de Educación Infantil y Maestros de Educación Primaria de la UCM [Attitudes towards statistics of students from the degrees in Pedagogy, Social Education, Pre-Primary Education and Primary Education teachers from UCM]. Educación XX1. 2015; 18(2): 351–374. doi: 10.5944/educXX1.12158

11. Pérez LE, Aparicio AS, Bazán JL, Abdounur OJ. Actitudes hacia la estadística de estudiantes universitarios de Colombia [Attitudes towards statistics in university students from Colombia]. Educación Matemática. 2015; 27(3): 111–149.

12. Sabater JM. Sobre el concepto de actitud [The concept of “attitude”]. Anales de pedagogía. 1989; 7: 159–187.

13. Allport GW. Attitudes. In Murchison C, editors. A Handbook of Social Psychology. Worcester: Clark University Press; 1935. pp. 798–844.

14. Rokeach M. Belief, Attitudes, and Values. San Francisco: Jorsey-Bass; 1968.

15. Aiken LRJ. Affective Factors in Mathematics Learning: Comments on a Paper by Neale and a Plan for Research. Journal for Research in Mathematics Education, 1970;1(4): 251–255.

16. Hart L. Classroom, sex of student, and confidence in learning mathematics. Journal for Research in Mathematics Education. 1989; 20(3): 242–260.

17. Gómez-Chacón IM. Matemática emocional: los afectos en el aprendizaje matemático [Emotional Mathematics: affection in mathematical learning]. Madrid: Narcea; 2000.

18. Hannula MS. Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics. 2002;49(1): 25–46.

19. Auzmendi E. Las actitudes hacia la matemática-estadística en las enseñanzas medias y universitaria: características y medición [Attitude towards Mathematics and Statistics in Secondary and University education: features and measurement]. Bilbao: Mensajero; 1992.

20. Comas C., Martins J. A., Nascimento M. M., & Estrada A. (2017). Estudio de las Actitudes hacia la Estadística en Estudiantes de Psicología. Boletim de Educação Matemática, 31(57), 479–496.

21. Estrada A, Batanero C, Fortuny J. Un estudio comparado de las actitudes hacia la estadística en profesores en formación y en ejercicio [A comparative study of attitudes towards statistics in trainee and active teachers]. Enseñanza de las Ciencias. 2004; 22(2): 263–274.

22. Carmona J. Una revisión de las evidencias de fiabilidad y validez de los cuestionarios de actitudes y ansiedad hacia la estadística [A revision of reliability and validity of questionnaires of attitude and anxiety towards statistics]. Statistics Education Research Journal. 2004; 3(1): 5–28.

23. Estrada A. Análisis de las actitudes y conocimientos estadísticos elementales en la formación del profesorado [Analysis of the attitudes and elementary statistical knowledge in teacher’s education]. Barcelona: Universitat Autònoma de Barcelona; 2002.

24. Budé L, Van De Wiel MW, Imbos T, Candel M, Broers NJ, Berger MP. Students’ achievements in a statistics course in relation to motivational aspects and study behaviour. Statistics Education Research Journal. 2007; 6(1): 5–21.

25. Coetzee S, var der Merwe P. Industrial psychology students’ attitudes towards statistics. SA Journal of Industrial Psychology. 2010; 36(1): 1–8.

26. Hood M, Creed PA, Neumann DL. Using the expectancy value model of motivation to understand the relationship between student attitudes and achievement in statistics. Statistics Education Research Journal. 2012; 11(2).

27. Hannigan A, Hegarty AC, McGrath D. Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences. BMC medical education. 2014; 14(1): 70–76.

28. Bond ME, Perkins SN, Ramirez C. Students’ perceptions of Statistics: an exploration of attitudes, conceptualizations, and content knowledge of Statistics. Statistics Education Research Journal. 2012; 11(2): 6–25.

29. Salinas J, Mayén SA. Estudio exploratorio de las actitudes hacia la estadística en estudiantes mexicanos de bachillerato [Exploratory study of attitudes towards Statistics in Mexican high school students]. Avances de Investigación en Educación Matemática. 2016; 10: 73–90.

30. Martins JA, Nascimento MM, Estrada A. Attitudes of teachers towards statistics: A preliminary study with Portuguese teachers. In Pytlak M, Rowland T, Swoboda E, editors. Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Poland: University of Rzeszów; 2011. pp. 132–140.

31. Martins JA, Nascimento MM, Estrada A. Looking back over their shoulders: a qualitative analysis of portuguese teachers’ attitudes towards statistics. Statistics Education Research Journal. 2012; 11(2): 26–44.

32. Hannigan A, Gill O, Leavy AM. An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics. Journal of Mathematics Teacher Education. 2013; 16(6): 427–449.

33. Vanhoof S, Kuppens S, Castro Sotos AE, Verschaffel L, Onghena P. Measuring Statistics attitudes: structure of the survey of attitudes toward Statistics. Statistics Education Research Journal. 2011; 10(1): 35–51.

34. Vilà R, Rubio M. Actitudes hacia la Estadística en el alumnado del grado de Pedagogía de la Universidad de Barcelona [Attitudes towards Statistics of students from the Degree in Pedagogy]. REDU. Revista de Docencia Universitaria. 2016; 14(1): 131–150.

35. Tejero-González CM, Castro-Morera M. Validación de la escala de actitudes hacia la estadística en estudiantes españoles de ciencias de la actividad física y del deporte [Validation of attitudes towards Statistics scale in Spanish students of the Degree in Physical Activities and Sports]. Revista Colombiana de Estadística. 2011; 34(1): 1–14.

36. Estrada A, Batanero C. Construcción de una escala de actitudes hacia la probabilidad y su enseñanza para profesores [Construction of a scale of attitudes towards probability and its instruction for teachers]. In Fernández C, Molina M, Planas N (editors), Investigación en Educación Matemática XIX. Alicante: SEIEM; 2015. pp. 239–247.

37. Estrada A, Batanero C, Comas C, Diaz C. Exploring teachers’ attitudes towards probability and its teaching. In Batanero C, Chernoff J, editors. Teaching and Learning Stochastics. Springer: Cham; 2016. pp. 313–332.

38. Sijtsma K. On the use, the misuse, and the very limited usefulness of Cronbach’s Alpha. Psychometrika, 2009; 74(1): 107–120. doi: 10.1007/s11336-008-9101-0 20037639

39. Peters G. Userfriendlyscience: Quantitative Analysis Made Accessible., R Package Version 0.7. 0, 2017.

40. Revelle W, Zinbarg RE. Coefficients Alpha, Beta, Omega, and the glb: Comments on Sijtsma. Psychometrika, 2009; 74(1): 145–154. doi: 10.1007/s11336-008-9102-z

41. Meyers LS, Gamst G, Guarino AJ. Applied multivariate research: Design and interpretation (2nd ed.). Thousand Oaks: CA: Sage Publications, 2013.


Článok vyšiel v časopise

PLOS One


2020 Číslo 1
Najčítanejšie tento týždeň
Najčítanejšie v tomto čísle
Kurzy

Zvýšte si kvalifikáciu online z pohodlia domova

Získaná hemofilie - Povědomí o nemoci a její diagnostika
nový kurz

Eozinofilní granulomatóza s polyangiitidou
Autori: doc. MUDr. Martina Doubková, Ph.D.

Všetky kurzy
Prihlásenie
Zabudnuté heslo

Zadajte e-mailovú adresu, s ktorou ste vytvárali účet. Budú Vám na ňu zasielané informácie k nastaveniu nového hesla.

Prihlásenie

Nemáte účet?  Registrujte sa

#ADS_BOTTOM_SCRIPTS#