A Mediation Model to Explain the Role of Mathematics Skills and Probabilistic Reasoning on Statistics Achievement

Autor/inn/en	Primi, Caterina; Donati, Maria Anna; Chiesi, Francesca
Titel	A Mediation Model to Explain the Role of Mathematics Skills and Probabilistic Reasoning on Statistics Achievement
Quelle	In: Statistics Education Research Journal, 15 (2016) 2, S.169-178 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Models; Mathematics Skills; Probability; Statistics; Undergraduate Students; Questionnaires; Mathematical Logic; Grades (Scholastic); Correlation; Intervention; Foreign Countries; Statistical Analysis; Italy + Suchen Sie Ihr Suchwort? Analogiemodell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistik; Fragebogen; Mathematical logics; Mathematische Logik; Notenspiegel; Korrelation; Ausland; Statistische Analyse; Italien
Abstract	Among the wide range of factors related to the acquisition of statistical knowledge, competence in basic mathematics, including basic probability, has received much attention. In this study, a mediation model was estimated to derive the total, direct, and indirect effects of mathematical competence on statistics achievement taking into account probabilistic reasoning ability. The participants were psychology students enrolled in an undergraduate introductory statistics course. At the beginning of the course, all students completed a questionnaire to measure their proficiency in the basic probabilistic reasoning and mathematics skills required in introductory statistics courses. At the end of the course, the students' final grades were collected. The hypothesized mediation model was tested using a bootstrapping procedure (with 5,000 bootstrap samples). Results showed a significant positive, indirect effect of mathematical competence on students' final grades, with probabilistic reasoning ability acting as a mediator. This study suggests that interventions designed to promote the mathematical prerequisites necessary to probabilistic reasoning can have a positive effect on achievement in statistics. (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/serj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01