Development and validation of a teaching practice scale (TISS) for instructors of introductory statistics at the college level

Abstract

This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions (subscales) were characterized as constructivist, and behaviorist, and are orthogonal to each other. Criterion validity of this scale was established in relation to instructors’ attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the USA, and instructors with academic degrees in mathematics and engineering. This new scale (TISS) will allow us to empirically assess and describe the pedagogical approach (teaching practice) of instructors of introductory statistics. Further research is required in order to be conclusive about the structural and psychometric properties of this scale.