公立高中学生的统计学态度与统计素养

Reynaldo E. Repedro, Jr., Crispina V. Diego
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引用次数: 4

摘要

几个世纪以来,统计学在研究中已经证明了它的有用性,可以产生高质量的见解和数据驱动的决策。学习统计不仅依赖于认知,还依赖于其他因素,包括态度。本项描述性相关研究通过分层随机抽样的方法,确定了200名公立高中学生在情感、认知能力、价值、难度、兴趣和努力以及统计素养等方面对统计学的态度。Schau等人(2003)开发的SATS-36©用于确定态度,而研究人员制作的问卷用于衡量统计素养。通过描述性统计和推理分析,学生对该学科的态度在价值、兴趣和努力成分方面得到了积极的确立。相反,消极态度表现在情感、认知能力和困难的组成部分。学生的统计素养在所有领域和整体上都很低。在态度的六个组成部分中,价值成分表现出显著的相关性,并预测了学生的统计素养。因此,对统计的态度中最重要的组成部分是价值。
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Attitudes toward Statistics and Statistical Literacy of Public Senior High School Students
Statistics has proven its usefulness in research over centuries to produce quality insights and data-driven decision-making. Learning statistics not only rely on cognitive but other factors such including attitude as well. This descriptive-correlational research determined the attitudes toward statistics in the components of affect, cognitive competence, value, difficulty, interest and effort, and statistical literacy of 200 public senior high school students selected through stratified random sampling. The SATS-36© developed by Schau et al. (2003) was used to determine attitudes, while a researcher-made questionnaire was utilized to measure statistical literacy. Using descriptive statistics and inferential analysis, students' attitudes toward the subject were established positively in value, interest, and effort components. In contrast, a negative attitude was exhibited in the components of affect, cognitive competence, and difficulty. Students' statistical literacy was found to be low in all areas and as a whole. Among the six components of attitude, the value component showed a significant relationship and predicted students' statistical literacy. Thus, the most vital component of attitudes toward statistics is value.
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发文量
25
审稿时长
12 weeks
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