COMPUTES: DEVELOPMENT OF AN INSTRUMENT TO MEASURE INTRODUCTORY STATISTICS INSTRUCTORS’ EMPHASIS ON COMPUTATIONAL PRACTICES

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2022-02-28 DOI:10.52041/serj.v21i1.63

Chelsey Legacy, A. Zieffler, Elizabeth BRONDOS FRY, Laura J Le

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Abstract

The influx of data and the advances in computing have led to calls to update the introductory statistics curriculum to better meet the needs of the contemporary workforce. To this end, we developed the COMputational Practices in Undergraduate TEaching of Statistics (COMPUTES) instrument, which can be used to measure the extent to which computation practices—specifically data, simulation, and coding practices—are included in the introductory statistics curriculum. Data from 236 instructors were used in a psychometric analysis to evaluate the latent structure underlying instructors’ response patterns and understand the quality of the items. We also examined whether computational practices are being emphasized differently across institutional settings. Results suggest that the latent structure is best captured using a correlated multidimensional model and that most items were contributing information to the measurement process. Across institutional settings, curricular emphasis related to data and simulation practices seem quite similar, while emphasis on coding practices differs.

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计算:开发一种工具来衡量入门统计讲师对计算实践的重视程度

数据的大量涌入和计算机技术的进步促使人们呼吁更新统计学入门课程，以更好地满足当代劳动力的需求。为此，我们开发了统计本科教学中的计算实践(COMPUTES)工具，它可以用来衡量计算实践——特别是数据、模拟和编码实践——在统计学入门课程中被包含的程度。本研究利用236名教师的数据进行心理测量分析，以评估教师反应模式的潜在结构，并了解试题的质量。我们还研究了不同机构对计算实践的重视程度是否不同。结果表明，使用相关多维模型可以最好地捕获潜在结构，并且大多数项目都为测量过程提供了信息。在各个机构设置中，与数据和模拟实践相关的课程重点似乎非常相似，而对编码实践的重点则有所不同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.