ATTITUDES TOWARD STATISTICS AND ACHIEVEMENT: BETWEEN STUDENTS OF SCIENCE AND SOCIAL FIELDS

##plugins.themes.bootstrap3.article.sidebar##

PDF
Published: Sep 30, 2018
DOI: https://doi.org/10.22460/infinity.v7i2.p173-182
Keywords:
Attitudes toward Statistics Field of Study Statistics Achievement

##plugins.themes.bootstrap3.article.main##

Dian Cahyawati
Universitas Sriwijaya, Jl. Palembang Prabumulih km 32 Inderalaya Kab. Ogan Ilir, Indonesia
Wahyudin Wahyudin
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Sufyani Prabawanto
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract

The purpose of this study was to explore students' attitudes toward statistics (ATS) based on the beginning and the end of learning, based on differences in fields of study, and examine its relationship with statistical acheivement. ATS was measured by an attitude instrument, namely The Survey of Attitudes toward Statistics (SATS) which consists of six dimensions (affective, cognitive competence, difficulty, value, interest, effort). Research respondents were undergraduate students who took lectures on statistical recognition that came from at one of the universities in South Sumatra. The results of the descriptive analysis showed the variation of ATS in each dimension of attitudes classified into positive, neutral, or negative attitudes. Although there are variations in the response of student attitudes in each dimension, but the results of statistical tests have not been able to show differences in attitudes between the beginning and the end of learning in each dimension. The differences in attitudes between the beginning and the end of learning that are statistically significant are in the dimensions of affective, value, and effort. The difference in the field of student science shows the difference in ATS, but only in the dimension of value. This study does not have enough evidence to state that there is a significant relationship between student attitudes to statistics and the results of learning statistics.

##plugins.themes.bootstrap3.article.details##

Issue
Vol. 7 No. 2 (2018): Volume 7 Number 2, INFINITY
Section
Manuscript
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.

References

Andrews, S. (2010). Statistical Software for Teaching: Relevant, Appropriate and Affordable. In Proceeding of The Eight International Conference of Teaching Statistics (Vol. 8).

Arifin, Z. (2016). Evaluasi Pembelajaran: Prinsip, Teknik, dan Prosedur. Bandung: PT Remaja Rosdakarya.

Ashaari, N. S., Judi, H. M., Mohamed, H., & Tengku Wook, T. M. (2011). Student’s Attitude Towards Statistics Course. Procedia - Social and Behavioral Sciences, 18, 287–294. https://doi.org/10.1016/j.sbspro.2011.05.041

Biehler, R., Ben-zvi, D., Bakker, A., & Makar, K. (2013). Technology for Enhancing Statistical Reasoning at the School Level. In Third international Handbook of Mathematics Education (pp. 643–689). New York: Springer. https://doi.org/10.1007/978-1-4614-4684-2

Cahyawati, D. (2015). The Interest of Prospective Students in Study Programs in Higher Education: a Preliminary Study. In The 6th International Conference on Educational, Management, Administration and Leadership (ICEMAL2016) (pp. 312–317).

Chan, S. W., & Ismail, Z. (2013). Assessing Misconceptions in Reasoning About Variability Among High School Students. Procedia - Social and Behavioral Sciences, 93, 1478–1483. https://doi.org/10.1016/j.sbspro.2013.10.067

Chiesi, F., & Primi, C. (2009). Assessing Statistics Attitudes among College Students: Psychometric Properties of The Italian Version of The Survey of Attitudes toward Statistics (SATS). Learning and Individual Differences, 19(2), 309–313. https://doi.org/10.1016/j.lindif.2008.10.008

Chiesi, F., & Primi, C. (2010). Gender Differences in Attitudes Toward Statistics : Is There a Case for a Confidence Gap ?, 1–10.

Cohen, J. (1992). A Power Primer. Psychological Bulletin, 112(1). https://doi.org/10.1038/141613a0

Djaali. (2014). Psikologi Pendidikan. Jakarta: Bumi Aksara.

Gal, I., Ginsburg, L., & Schau, C. (1997). Monitoring Attitudes and Beliefs in Statistics Education. In The Assessment Challenge in Statistics Education. Amsterdam: IOS Press.

García-Santillán, A., Escalera-Chávez, M. E., Rojas-Kramer, C. A., & Pozos-Texon, F. J. (2014). Empirical Study on Students and Their Attitudes toward Statistics Course and Statistical Field. American Journal of Educational Research, 2(12), 1151–1159. https://doi.org/10.12691/education-2-12-4

Garfield, J. B., & Ben-Zvi, D. (2008). Developing Students’ Statistical Reasoning: Connecting Research and Teaching Practice. New York: Springer.

Ghulami, H. R., Hamid, M. R. A., & Zakaria, R. (2015). Students’ Attitudes towards Learning Statistics. In AIP Conference Proceeding (Vol. 050035, p. 050035). https://doi.org/10.1063/1.4915668

Griffith, J. D., Adams, L. T., Gu, L. L., Hart, C. L., & Nichols-Whitehead, P. (2012). Students’ Attitudes Toward Statistics Across The Disciplines: A Mixed-Methods Approach. Statistics Education Research Journal, 11(2), 45–56.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis. New Jersey: Pearson.

Hake, R. R. (1999). Analyzing Change/Gain Scores. Unpublished.[Online] URL: Http://Www. Physics. Indiana. Edu/~ Sdi/AnalyzingChange-Gain. Pdf. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22025883%5Cnhttp://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:ANALYZING+CHANGE/GAIN+SCORES#0%5Cnhttp://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Analyzing+change/gain+scores%230

Hannula, M. S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., … Goldin, G. A. (2016). Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Direction (ICME 13). Hamburg: Springer Open. https://doi.org/10.1007/978-3-319-32811-9

Hilton, S. C., Schau, C., & Olsen, J. A. (2004). Survey of Attitudes Toward Statistics: Factor Structure Invariance by Gender and by Administration Time. Structural Equation Modeling: A Multidisciplinary Journal, 11(1), 92–109. https://doi.org/10.1207/S15328007SEM1101_7

Jahan, S., Al-Saigul, A. M., & Suliman, A. A. (2016). Attitudes to Statistics in Primary Health Care Physicians, Qassim Province. Primary Health Care Research & Development, 17(04), 405–414. https://doi.org/10.1017/S1463423615000535

Kumari, B. (2014). The Correlation of Personality Traits and Academic Performance : A Review of Literature. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 19(4), 15–18.

Liau, A. K., Kiat, J. E., & Nie, Y. (2014). Investigating the Pedagogical Approaches Related to Changes in Attitudes Toward Statistics in a Quantitative Methods Course for Psychology Undergraduate Students. Asia-Pacific Education Researcher, 24(2), 319–327. https://doi.org/10.1007/s40299-014-0182-5

Menkumham-RI. (2005). Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. https://doi.org/10.1007/s13398-014-0173-7.2

Ramirez, C., Schau, C., & Emmioǧlu, E. (2012). The Importance of Attitudes in Statistics Education. Statistics Education Research Journal, 11(2), 57–71.

Schau, C. (2004). Scoring the SATS-28 ©, 21–22.

Schau, C. (2008). Common issues in SATS © research. Joint Statistical Meetings Proceedings, 1–4.

Schau, C., Dauphinee, T. L., Del Vecchio, A., & Stevens, J. (1999). Survey of Attitudes toward Statistics (SATS). Retrieved January, 2, 2006.

Tempelaar, D. T., Schim Van Der Loeff, S., & Guselaers, W. H. (2007). A Structural Equation Model Analyzing The Relationship of Students’ Toward Statistics. Statistics Education Research Journal, 6(2).

Thalheimer, W., & Cook, S. (2002). How to Calculate Effect Sizes from Published Research: A Simplified Methodology. Work-Learning Research, (August), 1–9. https://doi.org/10.1113/jphysiol.2004.078915

Yuwono, M. R. (2018). The Correlation between Cognitive Style and Students’ Learning Achievement on Geometry Subject. Infinity Journal of Mathematics Education, 7(1), 35–44. https://doi.org/10.22460/infinity.v7i1.p35-44