Using Distributed Practice to Improve Students' Attitudes and Performance in Statistics

Autor/inn/en	Benson, Wendi L.; Dunning, Jonathan P.; Barber, Danette
Titel	Using Distributed Practice to Improve Students' Attitudes and Performance in Statistics
Quelle	In: Teaching of Psychology, 49 (2022) 1, S.64-70 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benson, Wendi L.) ORCID (Barber, Danette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320979680
Schlagwörter	Teaching Methods; Student Attitudes; Comparative Analysis; Anxiety; Spreadsheets; Grades (Scholastic); Skill Development; Statistics Education; Difficulty Level; Learning Processes; Undergraduate Students; Introductory Courses; Self Esteem; Assignments + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Angst; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Notenspiegel; Kompetenzentwicklung; Qualifikationsentwicklung; Schwierigkeitsgrad; Learning process; Lernprozess; Einführungskurs; Self-esteem; Selbstaufmerksamkeit; Assignment; Auftrag; Zuweisung
Abstract	Background: Research shows distributed practice enhances learning and skill development, but less is known about the effect on perceptions and attitudes toward the material being learned. Objective: This study examined whether distributed practice could improve performance and attitudes in statistics, a subject that students report finding unpleasant and anxiety-provoking. Method: This quasi-experiment compared statistics students who received distributed practice with Excel throughout the semester to a control group without distributed practice. At the end of the semester, all students completed a major data analysis project with Excel and a self-report measure of their perceptions and attitudes toward the class and statistics. Results: Significant results suggest students who received distributed practice: earned higher project grades; liked statistics more; and perceived the class to be more effective for knowledge and skill development, even though they found statistics to be more difficult than the control group. Conclusion: This study suggests distributed practice helps improve students' performance and attitudes toward statistics, even though they think it is difficult. Teaching Implications: In addition to improving performance in challenging subjects, distributed practice may be used to help students appreciate and feel more favorably about classes they find difficult. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01