Gorski, Ivan.
(2017).
Attitudes toward statistics, statistical reasoning and their relationship.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Buško, Vesna].
Abstract
Data analysis with the aim of making the data clearer is called statistics. Analysing data with a purpose of making them clearer is called statistics (Petz, 2007). Statistical knowledge is more and more sought for both in practice and science since it helps in making better, more informed decisions. This is the reason why statistical courses have becoming a topic of research and why Ramirez, Schau and Emmioğlu (2012) developed a model of attitudes toward statistics. The aim of this study, pursuant to said model, was to test student’s attitudes toward statistics and to explore attitudes towards statistics and to test the relationship between statistics attitudes, student characteristics and previous achievement-related experiences with course outcomes as well as behavioural intentions of prospective use of statistics. The research was conducted on the sample of first year psychology, sociology and geography students from the University of Zagreb, Croatia (N=144). Although students perceive statistics as hard, on average they have positive attitudes towards it. Hypotheses are partly confirmed, and it has been shown that male students express more interest toward statistics and that they think statistics is more useful, compared to their female colleagues. Female psychology students make more effort in statistics courses than any other group of students. Sex was the only significant predictor of statistical reasoning and perception of statistical value was the only significant predictor of intent to participate in other statistical courses. The results of this research imply that students might use more statistics in their prospective academic and professional careers if we work on their attitudes toward statistics.
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