ERIC Number: ED392358
Record Type: RIE
Publication Date: 1995-Nov
Reference Count: N/A
The Relationship of Instructional Methods with Student Responses to the Survey of Attitudes Toward Statistics.
Faghihi, Foroozandeh; Rakow, Ernest A.
This study, conducted at the University of Memphis (Tennessee), compared the effects of a self-paced method of instruction on the attitudes and perceptions of students enrolled in an undergraduate statistics course with those of a comparable group of students taking statistics in a traditional lecture setting. The non-traditional course used a modified version of the Personalized System of Instruction. Students learned the material at different rates using the standard of unit perfection before advancing, retesting as necessary, and criterion-referenced testing. Many of those enrolling in the course were non-traditional students and female. The study surveyed 105 graduate and undergraduate students and of these, 18 were in the self-paced course and the others were in the traditional introductory course. The "Survey of Attitudes Toward Statistics" was used to assess students' attitudes before and after course completion. A comparison of post-test attitude scores found no significant difference in attitude between students enrolled in the self-paced statistics course and those in the traditional course. A test of attitude differences between males and females also found no significant difference between these two groups. Eleven tables provide additional detail on the study's findings. (Contains 15 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Personalized System of Instruction; University of Memphis TN
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (24th, Biloxi, MS, November 8-10, 1995).