一个结构方程模型研究了大学生对统计学的态度、数学能力和参与度对统计学表现的影响

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2021-07-11 DOI:10.52041/SERJ.V19I2.108

Konstantinos Lavidas, Tasos N. Barkatsas, D. Manesis, V. Gialamas

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引用次数: 15

摘要

统计教学领域的研究势头强劲，许多研究报告称，对统计的态度与学生在统计课程中的表现有关。摘要本研究旨在探讨统计态度、数学认知能力、学习参与度对统计课程整体成绩的影响。对希腊一所大型大学的170名高等教育幼儿教育学生进行了统计态度调查(sat -28)。建立了结构方程模型，并进行了验证性因子分析，最终确定了三组分结构。通径分析揭示了感知数学能力与三个态度成分之间的直接联系，以及感知数学能力对学生统计学课程成绩的直接影响。参与学习过程对学生的表现也有直接的影响。首次发表于2020年6月的《统计教育研究期刊档案》

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A STRUCTURAL EQUATION MODEL INVESTIGATING THE IMPACT OF TERTIARY STUDENTS’ ATTITUDES TOWARD STATISTICS, PERCEIVED COMPETENCE AT MATHEMATICS, AND ENGAGEMENT ON STATISTICS PERFORMANCE

Research in the field of statistics teaching has gained momentum, with numerous studies reporting that attitudes towards statistics are related to student performancein a statistics course. The aim of this study was to explore the effects of students’attitudes toward statistics, students’ perceived competence at mathematics, and students’ engagement in the learning process on their overall performance in a tertiary statistics course. The Survey of Attitudes Toward Statistics (SATS-28) was administered to 170 tertiary Early Childhood Education students in a large university in Greece. A Structural Equation Model was generated,and a confirmatory factor analysis was performed resulting in a three-component structure being accepted. Path analysis revealed direct links between perceived competence at mathematics and the three attitudes components, as well as a direct effect of perceived competence at mathematics on students’ performance in the statistics course. Engagement in the learning process also had a direct impact on students’ performance. First published June 2020 at Statistics Education Research Journal Archives

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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.