The Effects of ViSta and the Role of Cognitive and Noncognitive Factors in Statistics Achievement

• In Event: Roundtable Session 16
  In Roundtable Session: Statistics Education: Insights Into Teaching and Learning

Abstract

This study will examine the effects of using visual statistics software (ViSta) on undergraduate students’ achievement in elementary statistics, and the role of cognitive and non-cognitive factors in their achievement. An experimental design will be implemented with a sample of approximately 282 undergraduate students. The modified trichotomous framework of goals, cognition, and achievement will be used as the theoretical foundation to categorize the cognitive and non-cognitive predictors related to student achievement. Five data analysis methods will be utilized; Wilcoxon rank statistics, multiple nonlinear regression analysis, reliability analysis, fidelity of implementation analysis, and problem-solving analysis. It is hypothesized that the effects of using ViSta on undergraduate achievement and cognitive and non-cognitive factors will be different for the experimental group.

Author

• Kori Lloyd Hugh Maxwell, Georgia State University