Literature Index

Displaying 2211 - 2220 of 3326
  • Author(s):
    Robert Gould
    Year:
    2010
    Abstract:
    The introductory statistics course has traditionally targeted consumers of statistics with the intent of producing a citizenry capable of a critical analysis of basic published statistics. More recently, statistics educators have attempted to centre the intro course on real data, in part to motivate students and in part to create a more relevant course. The success of this approach is predicated on providing data that the students see as real and relevant. Modern students, however, have a different view of data than did students of 10 or even 5 years ago. Modern statistics courses must adjust to the fact that students' first exposure to data occurs outside the academy.
  • Author(s):
    Amanda S. Williams
    Year:
    2010
    Abstract:
    The purpose of this study was to investigate the relationship between instructor immediacy and statistics anxiety. It was predicted that students receiving immediacy would report lower levels of statistics anxiety. Using a pretest-posttest-control group design, immediacy was measured using the Instructor Immediacy scale. Statistics anxiety was measured using the Statistics Anxiety Rating Scale (STARS).<br><br>Results indicated that instructor immediacy is significantly related to six factors of statistics anxiety, with immediacy explaining between 6% and 20% of the variance in students' anxiety levels. Instructors should attempt to increase their use of immediacy behaviors in order to decrease anxiety.
  • Author(s):
    Amanda S. Williams
    Year:
    2015
    Abstract:
    Statistics anxiety is a common problem for graduate students. This study explores the multivariate relationship between a set of worry-related variables and six types of statistics anxiety. Canonical correlation analysis indicates a significant relationship between the two sets of variables. Findings suggest that students who are more intolerant of uncertainty, believe that worry is beneficial, possess a negative approach to problems, and utilize cognitive avoidance as a coping strategy are more likely to have higher levels of the six types of statistics anxiety. These results highlight the complexity of graduate students’ statistics anxiety. Suggestions for intervention are discussed.
  • Author(s):
    Onwuegbuzie, A. J., &amp; Wilson, V. A.
    Year:
    2003
    Abstract:
    Most college students are required to enroll in statistics and quantitative research methodology courses as a necessary part of their degree programmes. Unfortunately, many students report high levels of statistics anxiety while enrolled in these classes. Recent years have seen an increase in the number of articles on statistics anxiety appearing in the literature, as researchers have recognised that statistics anxiety is a multidimensionality construct that has debilitative effects on academic performance. Thus, the purpose of this article is to provide a comprehensive summary of the literature on statistics anxiety. In particular, the nature, etiology, and prevalence of statistics anxiety are described. Additionally, antecedents (i.e. dispositional, situational and environmental) of statistics anxiety are identified, as well as their effects on statistics achievement. Furthermore, existing measures of statistics anxiety are documented. Finally, based on the literature, successful interventions for reducing statistics anxiety are described. Implications for future research are provided.
  • Author(s):
    Ian Gordon, Sue Finch and Robert Maillardet
    Year:
    2008
    Abstract:
    In 2008 The University of Melbourne introduced the `Melbourne Model' - a significant reform of<br>its degree structure. Students enrol in one of six new degrees; 25% of their degree points must be<br>taken as "breadth" material outside their core degree. This requirement can be met by enrolling<br>in a "University Breadth Subject" which is available to all students and has no pre-requisites. We<br>developed a subject called "Critical thinking with data". It has the bold intention of teaching<br>important elements of statistical science, with minimal mathematics. We present our approaches<br>to content and delivery of the subject. We made extensive use of visual and other media,<br>integrating case studies from the press and elsewhere with the pedagogical content. Much of the<br>background information is available via our learning management system. Three eminent guest<br>lecturers provided inspiration from fields in which critical thinking about data is integral.
  • Author(s):
    Sue Finch, Ian Gordon and Robert Maillardet
    Year:
    2008
    Abstract:
    "Critical thinking with data" is a new "University Breadth Subject" developed for first year<br>students under The University of Melbourne's "Melbourne Model". It aims to teach important<br>elements of statistical science, with minimal mathematics, and was taught in first semester 2008.<br>We present our approaches to assessment of the subject. This has required the use of approaches<br>that are quite distinct from mainstream statistical subjects, since students are not really being<br>taught to do statistical work. They are required to make astute judgments of material with<br>quantitative information, including such texts as a short article about some research in the<br>newspaper. We have used a variety of forms of assessment, including weekly quizzes, (very) short<br>assignments, and a larger project. The style of assessment is more consistent with that used in<br>humanities subjects, and therefore has some important challenges for staff involved in marking,<br>for example.
  • Author(s):
    Lajoie, S. P. &amp; Chiarella, A.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    As statistical education evolves as a discipline more research involving the examination of statistical reasoning across disciplines is anticipated. For example, statistical investigations can cross into areas of scientific reasoning quite easily. In both situations, research questions are posed; data are collected, analyzed, graphed and interpreted. Instead of integrating statistics in the curriculum there is still a division of labour, whereby math educators are responsible for the teaching of statistics, and science teachers the teaching of scientific inquiry. Cross-disciplinary relationships need to be further examined in terms of our definitions of statistical reasoning and how we assess learning and problem-solving across disciplines. Two case studies will be contrasted to reveal the differences between statistical reasoning in a middle school science classroom and a mathematics classroom.
  • Author(s):
    Stephenson, W. R.
    Year:
    2001
    Abstract:
    In 1993 the Statistics Department at Iowa State University entered into a collaborative agreement with General Motors to develop and deliver a new sequence of courses titled "Applied Statistics for Industry." This paper describes the development and content of these courses as well as their method of delivery. In order to accommodate on campus students as well as students at a distance, the course is presented live at Iowa State University and by videotape delay at General Motors Technical Education sites in Michigan, Ohio, Arizona and Mexico, and across the country at sites of other partner industries. Some of the differences between a statistics course taught in the traditional campus setting and a statistics course taught at a distance will be highlighted. Since there are two audiences (on campus and off campus), several compromises are made in how the course is conducted. These compromises, and their possible effects on students in both environments, are discussed. A summary of how on and off campus students did in these courses over the past five years is included.
  • Author(s):
    North, D. &amp; Ottaviani, M. G.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Historically, little or no statistics has been taught at schools in South Africa. This is about to change dramatically with the introduction of a new curriculum. The dilemma however, is that statistics will have to be taught by teachers who have had little or no training in statistics! The authors propose a plan, aimed at the foundation phase, to assist teachers to cope with the challenges of teaching statistics successfully. They emphasize that it is of cardinal importance that statistical training is developed according to the age of the learners, bearing in mind the mathematical tools that they have at their disposal at that time.
  • Author(s):
    Moore, T. L., &amp; Roberts, R. A.
    Year:
    1989
    Abstract:
    Statisticians and others who teach statistics at liberal arts colleges enjoy opportunities and encounter difficulties that are unique to the liberal arts setting. In July 1987 a small group of statisticians participated in a workshop at which discussion focused on three major issues: statistics in the liberal arts, the teaching of statistics, and the role of a statistician at a liberal arts college. By summarizing our discussion in this report we hope to provide support for statisticians at liberal arts colleges and to initiate discussion directed toward giving statistics education a prominent position in the liberal arts curriculum.

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education