Statistics Education Research Journal 

About: Statistics Education Research Journal is an academic journal published by International Association for Statistical Education. The journal publishes majorly in the area(s): Statistics education & Statistical literacy. It has an ISSN identifier of 1570-1824. Over the lifetime, 283 publications have been published receiving 6136 citations.

Assessing Students' Conceptual Understanding after a First Course in Statistics.

Abstract: This paper describes the development of the CAOS test, designed to measure students’ conceptual understanding of important statistical ideas, across three years of revision and testing, content validation, and realiability analysis. Results are reported from a large scale class testing and item responses are compared from pretest to posttest in order to learn more about areas in which students demonstrated improved performance from beginning to end of the course, as well as areas that showed no improvement or decreased performance. Items that showed an increase in students’ misconceptions about particular statistical concepts were also examined. The paper concludes with a discussion of implications for students’ understanding of different statistical topics, followed by suggestions for further research.

Statistical literacy: A complex hierarchical construct.

Abstract: SUMMARY The aim of this study was, first, to provide evidence to support the notion of statistical literacy as a hierarchical construct and, second, to identify levels of this hierarchy across the construct. The study used archived data collected from two large-scale research projects that studied aspects of statistical understanding of over 3000 school students in grades 3 to 9, based on 80 questionnaire items. Rasch analysis was used to explore an hypothesised underlying construct associated with statistical literacy. The analysis supported the hypothesis of a unidimensional construct and suggested six levels of understanding: Idiosyncratic, Informal, Inconsistent, Consistent noncritical, Critical, and Critical mathematical. These levels could be used by teachers and curriculum developers to incorporate appropriate aspects of statistical literacy into the existing curriculum.

A framework for thinking about informal statistical inference

Abstract: Informal inferential reasoning has shown some promise in developing students’ deeper understanding of statistical processes. This paper presents a framework to think about three key principles of informal inference – eneralizations ‘beyond the data,’ probabilistic language, and data as evidence. The authors use primary school classroom episodes and excerpts of interviews with the teachers to illustrate the framework and reiterate the importance of embedding statistical learning within the context of statistical inquiry. Implications for the teaching of more powerful satistical concepts at the primary school level are discussed.

A framework to support research on informal inferential reasoning

Abstract: Informal inferential reasoning is a relatively recent concept in the research literature. Several research studies have defined this type of cognitive process in slightly different ways. In this paper, a working definition of informal inferential reasoning based on an analysis of the key aspects of statistical inference, and on research from educational psychology, science education, and mathematics education is presented. Based on the literature reviewed and the working definition, suggestions are made for the types of tasks that can be used to study the nature and development of informal inferential reasoning. Suggestions for future research are offered along with implications for teaching.

Factor Structure of the "Attitudes toward Research" Scale.

Abstract: SUMMARY Students at the undergraduate level usually tend to view research methods courses negatively. However, an understanding of these attitudes is necessary to help instructors facilitate the learning of research for their students, by enabling them to create more positive attitudes toward such courses. The aim of this study is to describe the development of an “attitudes toward research” scale and verify the dimensions of attitudes toward research among undergraduate students enrolled in introductory research courses. The basic hypothesis of this research study is that the concept of attitudes is multidimensional in nature. The sample of the study consisted of 226 students who had completed a research methods course. Based on a factor analysis, five factors of student attitudes toward research were identified. These were the factors of usefulness of research, anxiety, affect indicating positive feelings about research, life relevancy of research to the students’ daily lives, and difficulty of research.