社会工作专业学生对统计学学习的态度:未来统计学专业应用的预测因素

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Eunkyung Yoon, Jaegoo Lee
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引用次数: 0

摘要

摘要大学生存在统计学焦虑,甚至消极态度,与学习、知识和对统计学的进一步兴趣密切相关。本研究调查了社会工作专业学生对统计学的态度以及相关的学术因素。这项针对196名社会工作专业学生的伪混合方法调查显示,他们对统计数据有着复杂的感受。受访者认为统计数据困难、复杂,甚至无关紧要,但适度接受其价值和有用性。掌握基本统计学知识、对统计学课程的积极经验、感知价值和兴趣,可以显著预测他们未来在职业生涯中使用统计学。其他定性研究结果表明,研究和统计学的教学和学习策略是有效的。总体结果表明,通过创造性的教学模式,社会工作教育工作者通常努力帮助不情愿的学生认识到统计知识和技能在当前领域的价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Attitudes toward Learning Statistics among Social Work Students: Predictors for Future Professional Use of Statistics
ABSTRACT College students appear to have statistics anxiety, and even negative attitudes, strongly related to learning, knowledge, and further interest in statistics. This study investigated social work students’ attitudes toward statistics and correlated academic factors. The pseudo mixed-methods survey of 196 social work students revealed mixed feelings about statistics. The respondents perceived statistics to be difficult, complicated, and even irrelevant, but moderately accepted its value and usefulness. Future use of statistics in their careers was significantly predicted by mastery of basic statistics, positive experience with statistical courses, perceived value, and interest. Additional qualitative findings suggested effective teaching and learning strategies for research and statistics. Results overall suggest that, via creative instructional modes, social work educators generally strive to help reluctant students appreciate the value of statistical knowledge and skills in their current fields.
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来源期刊
Journal of Teaching in Social Work
Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.20
自引率
0.00%
发文量
36
期刊介绍: The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.
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