A STRUCTURAL EQUATION MODEL ANALYZING THE RELATIONSHIP OF STUDENTS’ ATTITUDES TOWARD STATISTICS, PRIOR REASONING ABILITIES AND COURSE PERFORMANCE

By Dirk T. Tempelaar, S. S. Loeff, Wim Gijselaers. 2007

103 citations recorded by the source corpus.

Recent research in statistical reasoning has focused on the developmental process in students when learning statistical reasoning skills. This study investigates statistical reasoning from the perspective of individual differences. As manifestation of heterogeneity, students’ prior attitudes toward statistics, measured by the extended Survey of Attitudes Toward Statistics (SATS), are used (Schau, Stevens, Dauphinee & DeVecchio, 1995). Students’ statistical reasoning abilities are identified by the Statistical Reasoning Assessment (SRA) instrument (Garfield 1996, 1998a, 2003). The aim of the study is to investigate the relationship between attitudes and reasoning abilities by estimating a full structural equation model. Instructional implications of the model for the teaching of statistical reasoning are discussed.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8b73c2143c726dba6344803ec2b520c6dd8f708f

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In Education

  1. Primi Caterina
  2. Francesca Chiesi

In Statistics and Probability

  1. Primi Caterina
  2. Francesca Chiesi

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