Statistical reasoning and attitudes towards statistics in distance education
Tuesday, June 26 6:00 PM-7:00 PM
Presider:Douglass Scott, Waseda University, Japan
The present study focused on students' statistical reasoning related to Null Hypothesis Statistical Testing (NHST) and p-values. Its objective was to test the hypothesis that neither the place (classroom, at a distance, online) nor the medium that actually supports the learning (ICT, internet, books) has an effect on the understanding of statistical concepts. In addition, it was expected that students' attitudes towards statistics would not predict understanding of statistical concepts. The sample consisted of over 400 undergraduate and postgraduate students from state and private universities in Greece and Cyprus. Students were administered two questionnaires: a) the Greek version of the Survey of Attitudes Toward Statistics (SATS; Schau, Stevens, Dauphinee & Del Vecchio, 1995), and b) a short instrument based on Oakes' (1986) and Haller & Kraus' (2002) research approach which measures students' understanding of statistical significance and p-values. Results suggest that attitudes towards statistics do not predict students' understanding of statistical concepts, whereas the place and the medium did not have an effect.