统计学入门课程考试成绩的相关性:基本的数学技能以及自我报告的心理/行为和人口变量

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2021-06-23 DOI:10.52041/serj.v20i1.97

L. Rabin, Anjali Krishnan, R. Bergdoll, J. Fogel

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引用次数: 2

摘要

本研究考察了基本数学技能是否与大学生心理统计学课程成绩有关，同时考虑了自我报告的心理/行为和人口统计学变量。参与者(n = 460)完成了大学生数学评估(MACS)，其中包括从计算百分比到图形解释的问题。研究人员使用判别对应分析来揭示课程表现的差异，以三次考试成绩的平均值来评估。对于我们的模型所解释的平均考试成绩的变化，MACS分数提供了最大的贡献。与更好的考试成绩相关的其他变量包括白人种族、非转学状态、较低的学习年限和较低的拖延症。研究人员讨论了帮助教师识别基本数学缺陷和优势的含义。

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CORRELATES OF EXAM PERFORMANCE IN AN INTRODUCTORY STATISTICS COURSE: BASIC MATH SKILLS ALONG WITH SELF-REPORTED PSYCHOLOGICAL/BEHAVIORAL AND DEMOGRAPHIC VARIABLES

This study investigated whether basic mathematics skills are associated with undergraduate psychology statistics course performance while simultaneously considering self-reported psychological/behavioral and demographic variables. Participants (n = 460) completed a Math Assessment for College Students (MACS), which included questions ranging from calculating percentages to graphical interpretation. The researchers used a discriminant correspondence analysis to reveal differences in course performance evaluated as the average of three exam grades. For the variation in the average exam scores accounted for by our model, the MACS scores provided the largest contribution. Other variables associated with better exam grades included white ethnicity, non-transfer status, lower year in school, and low procrastination. The researchers discuss the implications for helping instructors identify areas of basic mathematical deficiency and strength.

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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.