ATTITUDES AND ACHIEVEMENT IN STATISTICS: A META-ANALYSIS STUDY

ESMA EMMIOGLU

Gaziosmanpasa University, Turkey

esma.Emmioglu@gmail.com

YESIM CAPA-AYDIN

Middle East Technical University, Turkey

capa@metu.edu.tr

ABSTRACT

This study examined the relationships among statistics achievement and four components of attitudes toward statistics (Cognitive Competence, Affect, Value, and Difficulty) as assessed by the SATS. Meta-analysis results revealed that the size of relationships differed by the geographical region in which the studies were conducted as well as by the component of statistics attitudes being examined. Medium effect sizes were found between statistics achievement and scores on the Affect and Cognitive Competence components for studies conducted in the United States whereas those conducted in other countries yielded small effect sizes. The Value and Difficulty components exhibited small effect sizes for both regions. In every case, the U.S. effect sizes were about double in size in comparison to those from non-U.S. countries.

Keywords: Statistics education research; Statistics achievement; Statistics attitudes

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Statistics Education Research Journal, 11(2), 95-102, http://www.stat.auckland.ac.nz/serj

(c) International Association for Statistical Education (IASE/ISI), November, 2012

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ESMA EMMIOGLU

Gaziosmanpasa University

Department of Educational Sciences

Tokat, Turkey