中学生统计推理、统计态度和统计焦虑的测评

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2022-02-28 DOI:10.52041/serj.v21i1.67

Siti Shahirah Saidi, N. M. Siew

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引用次数: 4

摘要

统计推理评估是统计教育研究中与对统计的态度和焦虑相结合的学术兴趣领域，因为许多研究报告说，由于这两种非认知因素，学生可能会遇到统计问题。在这项研究中，来自马来西亚沙巴州的320名十年级理科学生分别使用统计推理测试调查(SRTS)、统计态度调查(SATS)和统计焦虑量表(SAS)进行测试，分别评估他们的统计推理、态度和焦虑。总体而言，调查结果显示，学生在统计推理方面具有定量水平，对统计持积极态度，以及统计焦虑程度中等。统计态度与统计推理呈正相关，统计焦虑与统计推理呈负相关。价值、兴趣和解释焦虑成分是统计推理的预测变量。

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ASSESSING SECONDARY SCHOOL STUDENTS’ STATISTICAL REASONING, ATTITUDE TOWARDS STATISTICS, AND STATISTICS ANXIETY

Assessment on statistical reasoning is an area of academic interest in statistics education research in tandem with attitudes and anxiety towards statistics, since many studies report students are likely to encounter problems with statistics due to these two non-cognitive factors. In this study, 320 Tenth Grade science stream students from Sabah, Malaysia were tested using the Statistical Reasoning Test Survey (SRTS), the Survey of Attitudes towards Statistics (SATS), and the Statistical Anxiety Scale (SAS), which assessed their statistical reasoning, attitude, and anxiety, respectively. Generally, the findings revealed the students held i) a quantitative level in statistical reasoning, ii) a positive attitude towards statistics, and iii) a moderate level of statistics anxiety. A positive relationship between attitudes towards statistics and statistical reasoning, and a negative relationship between statistics anxiety and statistical reasoning were also observed. The Value, Interest, and Interpretation Anxiety components were predictor variables for statistical reasoning.

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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.