Factors That Explain the Attitude towards Statistics in High-School Students: Empirical Evidence at Technological Study Center of the Sea in Veracruz, Mexico

Autor/inn/en	Rojas-Kramer, Carlos; Limón-Suárez, Enrique; Moreno-García, Elena; García-Santillán, Arturo
Titel	Factors That Explain the Attitude towards Statistics in High-School Students: Empirical Evidence at Technological Study Center of the Sea in Veracruz, Mexico
Quelle	In: European Journal of Contemporary Education, 7 (2018) 1, S.165-176 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-9650
Schlagwörter	Foreign Countries; High School Students; Student Attitudes; Statistics; Motivation; Positive Attitudes; Self Esteem; Anxiety; Vocational High Schools; Correlation; Test Validity; Statistical Analysis; Factor Analysis; Mexico + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Statistik; psychologische; Motivation (psychologisch); Self-esteem; Selbstaufmerksamkeit; Angst; Korrelation; Testvalidität; Statistische Analyse; Faktorenanalyse; Mexiko
Abstract	The aim of this paper was to analyze attitude towards statistics in high-school students using the SATS scale designed by Auzmendi (1992). The sample was 200 students from the sixth semester of the afternoon shift, who were enrolled in technical careers from the Technological Study Center of the Sea (Centro de Estudios Tecnológicos del Mar 07 CETMAR 07, for its acronym in Spanish) in Veracruz, México. The participants were selected using a non-random sampling by convenience. The procedure followed was the statistical exploratory factorial analysis by García-Santillán, Venegas-Martínez and Escalera-Chávez (2013), while the data analysis was made using the SPSS Statistics 19 software to analysis the information. The results provide significant evidence to ascertain that there is a component which explains the attitude towards Statistics of high-school students and it has three dimensions: liking, confidence and usefulness. The former leads us to think that there is a factor with an affective, a behavioral and a cognitive part. Hence, the affective component is present when they like working with Statistics; confidence is a behavioral component associated with the disposition and security a subject has when facing Statistics and finally, usefulness as a cognitive component involving beliefs, that is to say, the value a student places on the knowledge of Statistics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01