id: 02316437
dt: j
an: 2016b.00155
au: Gordon, Sue
ti: What counts for students studying statistics.
so: High. Educ. Res. Dev. 14, No. 2, 167-84 (1995).
py: 1995
pu: ,
la: EN
cc: C25 K45 K75 K85
ut: statistics; undergraduate students; non-mathematics majors; motivation;
relevance of knowledge; perception
ci:
li: doi:10.1080/0729436950140203
ab: Summary: Statistics is taught in many different disciplines. This study
explores the orientations to studying statistics of over 100 students
of the University of Sydney. Fifty two students entering second year
Psychology and 59 Arts students starting a first year general
statistics course were surveyed. Three open ended questions asked
students to report on their reasons for studying statistics, their
expectations of their courses and their usual approaches to studying
mathematics. Categories of description for studentsâ€™ responses were
identified. The results showed that those who chose to study statistics
were motivated primarily by perceptions of the relevance of the
knowledge. In contrast, personal and negative evaluations of
mathematics dominated the responses of those unwillingly studying a
compulsory course in statistics. About half the students surveyed
expected their statistics course to provide a tool; most of the others
focussed on statistical processes. Disturbingly, almost 80% of them
reported surface approaches to learning mathematics. Implications are
discussed.
rv: