Student Attitudes in Introductory Statistics: Consideration of Attitudinal Measurement, Informants, and Outcomes for Undergraduates (Poster 22)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

Students’ statistics attitudes are powerful mechanisms influencing their experiences in undergraduate introductory statistics courses. As enrollments in introductory statistics and the number of students with negative statistics attitudes are both rapidly increasing, we must consider how students’ statistics attitudes are measured and what can be done to improve them. By investigating students’ statistics attitudes using the Model of Student Attitudes Toward Statistics (SATS-M), this literature review explores current research on the measurements of students’ statistics attitudes and possible paths toward improvement. The SATS-M considers students and their educational experiences holistically, inviting a conversation on how we think about, measure, and research students’ attitudes toward learning statistics and course changes to promote improved statistics attitudes.

Author

• Maria Cruciani, Michigan State University