Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences

By R. Hassad. 2010

3,973 citations recorded by the source corpus.

Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study was to develop and initially validate a scale to measure instructors' attitudes toward reform-oriented (or concept-based) teaching of introductory statistics in the health and behavioral sciences, at the tertiary level. This scale will be referred to as FATS (Faculty Attitudes Toward Statistics). Data were obtained from 227 instructors (USA and international), and analyzed using factor analysis, multidimensional scaling and hierarchical cluster analysis. The overall scale consists of five sub-scales with a total of 25 items, and an overall alpha of 0.89. Construct validity was established. Specifically, the overall scale, and subscales (except perceived difficulty) plausibly differentiated between low-reform and high-reform practice instructors. Statistically significant differences in attitude were observed with respect to age, but not gender, employment status, membership status in professional organizations, ethnicity, highest academic qualification, and degree concentration. This scale can be considered a reliable and valid measure of instructors' attitudes toward reform-oriented (concept-based or constructivist) teaching of introductory statistics in the health and behavioral sciences at the tertiary level. These five dimensions influence instructors' attitudes. Additional studies are required to confirm these structural and psychometric properties.

View Paper: https://www.semanticscholar.org/paper/8a29d603e6de4e7aedb89e45e30da94f50796bac

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Proneness to Boredom Mediates Relationships Between Problematic Smartphone Use With Depression and Anxiety Severity (2018, background): “In a state of boredom, attention deficits drive negative affect; when attention is not adequately engaged, the task is subsequently viewed negatively, resulting in a negative mood state (Fahlman et al., 2013).”
Reinvestment, task complexity and decision making under pressure in basketball (2015, background): “These findings also leave open the possibility raised by Kinrade, Jackson and 1 Ashford (2010) that the process of explicit monitor ing and conscious control is more influential 2”
Compassion Fatigue, Secondary Traumatic Stress, and Vicarious Traumatization: a Qualitative Review and Research Agenda (2019, methodology): “Initial factor analytic evidence for the STSS (Bride et al. 2004) revealed three-factor (intrusion, avoidance, arousal) loadings consistent with theory, but subsequent studies found equal (Ting et al. 2005) or superior (Vio and Vidallet 2007) support for a one-factor model.”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “Other studies that have examined math anxiety in late elementary through middle school have found that from fourth to eighth grade, the math anxiety trend follows an inverted U-shape with a peak around sixth grade (Chiu & Henry, 1990).”
The effect of team affective tone on team performance: the roles of team identification and team cooperation (2017, background): “Second, positive affective tone is associated with enthusiasm (Watson et al., 1988) and 15 empathy (Nezlek, Feist, Wilson, & Plesko, 2001), and employees are more likely to help 16 coworkers when they feel enthusiastic and empathetic toward them (Ilies et al.”
Internet addiction of adolescents in China: Prevalence, predictors, and association with well-being (2013, result): “…reliability and validity of the scale had been tested previously, and the results (presented in our previous paper) indicated that the Adolescents’ Satisfaction with Life Scale (ASLS) could be used as an effective and reliable tool to measure adolescents’ satisfaction with life (Zhang & Gao, 2010).”
“Alexa, order me a pizza!”: The mediating role of psychological power in the consumer–voice assistant interaction (2021, background): “Measuring psychological power is useful to prove the relevance of context specific conditions (Heatherton & Polivy, 1991).”
Linking dimensions of career adaptability to adaptation results: A meta-analysis (2017, background): “Katz, Hannes Zacher PII: S0001-8791(17)30059-3 DOI: doi: 10.1016/j.jvb.2017.06.003 Reference: YJVBE 3080 To appear in: Journal of Vocational Behavior Received date: 20 October 2016 Revised date: 19 June 2017 Accepted date: 20 June 2017 Please cite this article as: Cort W. Rudolph, Kristi N. Lavigne,”
Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions (2021, methodology): “…and teacher stroke factors (Pishghadam&Karami, 2017), defined respectively as teachers’ degree of trustworthiness as perceived by their students (McCroskey, 1998), and students’ perceptions of actions taken by their teachers to appreciate students’ worth and presence (Pishghadam & Khajavy, 2014).”