Statistics Instruction in The Graduate Schools of State Universities and Colleges in Eastern Visayas
This paper assessed the Statistics instruction in the Graduate Schools of State Universities and Colleges in Eastern Visayas. This study used the descriptive survey approach. The respondents’ profile showcased differences in every aspect of all the components covered particularly on the seminars/trainings attended related to Statistics that graduate students desperately need trainings and seminars. Among of the six (6) identified attitudes; difficulty got the lowest average weighted mean described as neither positive nor negative attitude towards Statistics. This shows that many of the graduate students believed that Statistics is a complicated subject, highly technical and got difficulty in understanding formulas in Statistics. Majority of the graduate students in their Statistics performance is on the above average level. There is a significant relationship between the profile of the graduate students, profile of the Statistics instructors and the students’ attitude towards Statistics and their Statistics performance.
Brown, T. S., and Brown, J. T. (1995). Prerequisite course grades and attitudes toward statistics. College Student Journal, 29:502-507.
Carmona, J. (2004). Una revision de lasevidencia de fiabilidad y validez de los cuestionarios de actitudes y ansiedadhacialasestadistica. Statistics Education Research Journal
Cashin, S. E., & Elmore, P. B. (1997). Instruments used to assess attitudes toward statistics: A psychometric evaluation. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Chermak et. al. (1999). Activity-based learning of statistics: Using practical applications to improve student's learning. Journal of Criminal Justice Education, 10(2).
Fullerton, J. A., and Umphrey, D. (2001). An analysis of attitudes toward statistics: gender differences among advertising majors. (ERIC Document Reproduction Service No. ED 456 479).
Jones, L. (1991). Using cooperative learning to teach Statistics, Research Report 91-2, L. L. Thurstone Psychometric Laboratory, University of North Carolina.
Kearsley, G., and Shneiderman, B. (1999). Engagement theory: A Framework for technology-based teaching and learning. Retrieved from: http://home.sprynet.com gkearsley/engage.htm. Accessed on October 11, 2011.
Lebow, D., and Wagner, W. (1994). Authentic activity as a model for appropriate learning activity: Implications for emerging instructional technologies. Canadian Journal of Educational Communication.
Lombardi, M., and Oblinger, D. (2007). Authentic learning for the 21st century: An overview. Retrieved from: http://www.educause.edu/ir/library/pdf/ ELI3009.pdf. Accessed on June 20, 2007.
NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Onwuegbuzie, A. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29(1):3-19.
Palmgreen, P. (1984). Uses and gratifications: A theoretical perspective. In: Bostrom, R.N. (Ed.), Communication Yearbook 8 (61-72). Beverly Hills, CA: Sage Publications.
Schau, C. (2003). Survey of Attitudes Toward Statistics. Retrieved from: http://www.unm.edu/ cschau/sats homepage.htm.
Schutz, P. A., Drogosz, L. M., White, V. E., and Distefano, C. (1998). Prior knowledge, attitude, and strategy use in an introduction to statistics course. learning and individual differences. 10:291-308.
Schuyten, G., and Ferla, J. (2007). Can authentic assessment help in delivering competent consumers of statistics for non-academic professions? International Association for Statistical Education/International Statistical Institute.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.