Measuring Student Attitudes and Achievement in Introductory Undergraduate Statistics Course - Essay Example

Research about known statistics about the learners’ approach to the subject of mathematics indicates that they are applicable to the real world. It is either they have a positive or negative attitude towards the subject. Thus, there is no doubt about how important it is to teach undergraduate students introductory courses in Statistics. However, it is more efficient for instructors to have a clear idea about students’ backgrounds, conceptions, misconceptions, and attitudes toward Statistics.

Another issue is that some students come from different colleges and they do not have enough knowledge about statistics. Measuring student attitudes towards introductory statistics courses for non-specialist gives us a good idea about how we can develop their statistical conception and achievement.Previous relevant researchA lot of studies exploring and investigating the relationship between attitudes toward statistics and achievements have been carried out and some of them involve Wise (1985), Katz &Tomazic (1988), Toto (1992).

However, there has not been enough research to address the issue of conception and misconceptions in statistics (Garfield &Alhgren, 1988; Mevarech, 1988; Lasser, 1994; Barkley, 1995). For instance, Barkley (1995) points that understanding and correcting students’ misconceptions in statistics, would help statistics instructors to decide the best corrective activity to eliminate misconceptions. Research gap Apart from the studies that have been carried related to the research area, there has not been enough research to address the issue of conception and misconceptions in statistics (Garfield &Alhgren, 1988; Mevarech, 1988; Lasser, 1994; Barkley, 1995).

Also, there is a lack of research about measuring student attitudes, conceptions, and achievements towards statistic courses for non-statistician students in Saudi Arabia.Research questions The study will be guided by the following research questions:1. To what extent do student attitudes toward statistics change after taking an undergraduate introductory statistics course?2. To what extent do student conceptions toward statistics change after taking an undergraduate introductory statistics course?3. What differences exist with regard to the student prior, as well as post, attitudes toward statistics among the different departments offering the course?4. What differences exist with regard to the student prior, as well as post, conceptions toward statistics among the different departments offering the course?5. Do student attitudes significantly predict achievement in an undergraduate introductory statistics course?

Methodology The major aim of this proposed study is to identify and measure student attitudes, conceptions, and achievement in introductory undergraduate statistics courses in Saudi Arabia Universities.Mixed research methods will be used in this study. Mixed method design involves both quantitative and qualitative research to address the research problem. The researcher will use the questionnaire as the first method to collect data from non-specialist students who have studied the introductory undergraduate statistics course in different colleges of the universities.

The second method interview will be used to gather data from the teachers who teach introductory undergraduate statistics courses in these colleges.Sample size This study will be carried in the northern region of Saudi Arabia. There are four universities in the northern region of Saudi Arabia. Three colleges will also be chosen and the participants will involve mainly male students and male statistics teachers from these colleges. However, if there is any chance or possibility to add female students and teachers to the study, that will be good.