DO INTRODUCTORY STATISTICS COURSES in the united states IMPROVE STUDENTS' ATTITUDES?

CANDACE SCHAU

CS Consultants, LLC

Professor Emerita, University of New Mexico

cschau@comcast.net

ESMA EMMİOĞLU

Gaziosmanpasa University

esma.Emmioglu@gmail.com

ABSTRACT

We examined the attitudes of about 2200 students enrolled in 101 sections of post-secondary introductory statistics service courses located across the United States. Using the Survey of Attitudes Toward Statistics-36, we assessed students' attitudes when they entered and left their courses, as well as changes in attitudes across their courses. Results showed that, on average, students entered these courses with neutral (Affect, Difficulty), positive (Cognitive Competence, Value, Interest), and very positive (Effort) attitudes. Their attitudes either stayed about the same (Affect, Cognitive Competence, Difficulty) or decreased (Value, Interest, Effort). These results help us understand the current impact of introductory statistics instruction in U.S. institutions.

Keywords: Statistics education research; Statistics attitudes; Attitude changes

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Statistics Education Research Journal, 11(2), 86-94, http://www.stat.auckland.ac.nz/serj

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

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CANDACE SCHAU

CS Consultants, LLC

12812 Hugh Graham Road NE

Albuquerque, New Mexico, 87111