至少在新冠肺炎之前，与在线课程相比，传统课程对统计的最初态度更好

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2022-12-01 DOI:10.52041/serj.v21i3.90

Hiroki Matsuo, Aleise L. Nooner, A. R. Pearce

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引用次数: 0

摘要

我们调查了学生对基于课程交付方法的统计学的最初和最终态度。参加传统或在线本科统计学课程的学生（N=196）完成了对统计学的态度调查-36。在学期初，传统课程的学生对这门课程感觉更好，并认为与在线统计的学生相比，这门课程会更容易。然而，由于疫情迫使传统课程上线，态度差异得到了缓解，学期末没有观察到明显的态度差异。在新冠肺炎时代，由于传统课程的提供有限，授课受到限制，统计教育工作者应该认识到学生的态度、他们改变的潜力，以及如何最好地影响不同教学形式的积极态度转变。

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INITIAL ATTITUDES TOWARD STATISTICS ARE BETTER IN TRADITIONAL COMPARED TO ONLINE COURSES, AT LEAST UNTIL COVID-19

We examined students’ initial and concluding attitudes toward statistics based on course delivery methods. Students enrolled in either traditional or online undergraduate statistics courses (N = 196) completed the Survey of Attitudes Toward Statistics-36. At the beginning of the semester, students in traditional courses felt better about the course and believed it would be easier, compared to students taking statistics online. Attitude differences, however, were mitigated as traditional courses were forced online by the pandemic, and distinct attitudinal differences were not observed at the semester’s end. With limited offerings and restrictions on the delivery of traditional courses in the COVID-19 era, statistics educators should be cognizant of student attitudes, their potential for change, and how to best influence positive attitude shifts for different instructional formats.

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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.