A comparison of first year statistics units’ content and contexts in a multinational study, with a case study for the validation of ASSIST in Australia

Ayse Aysin Bilgin*, Caterina Primi, Francesca Chiesi, Maria Virginia Lopez, Maria del Carmen Fabrizio, Veronica Frances Quinn, Tamas Gantner, Petra L. Graham

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapter

    2 Citations (Scopus)

    Abstract

    The study of statistics has become widespread throughout many degrees around the world in many universities, as the emphasis on evidence-based decision making has gained momentum in the business world. Students’ approaches to their learning bear significant weight over the skills and understanding that students acquire during their studies. Three distinct learning approaches have been identified by researchers over the last three decades: deep, surface (British Journal of Educational Psychology 46:115–127, 1976) and strategic (Educational Research Journal 5:18–28, 1990). The discrepancy between desired learning outcomes and the aptitude and skills that students of statistics acquire (e.g. International Statistical Review 63:25–34, 1995) is well documented but the underlying reasons for choosing different learning approaches in statistics has only been investigated in limited studies and only from the perspective of a student’s demographics. It is therefore important to understand how unit and student characteristics might encourage students to utilise certain approaches, especially students who do not major in statistics. The aims of the current chapter are therefore to provide a brief review of learning approaches, a detailed description of the multinational study and validation of the Approaches and Study Skills Inventory for Students (ASSIST) as a measure of the learning approaches utilised by a cohort of Australian students of statistics.

    Original languageEnglish
    Title of host publicationTopics from Australian Conferences on Teaching Statistics - OZCOTS 2008-2012
    EditorsHelen MacGillivray, Brian Phillips, Michael A. Martin
    Place of PublicationNew York
    PublisherSpringer, Springer Nature
    Pages189-210
    Number of pages22
    Volume81
    ISBN (Print)9781493906024
    DOIs
    Publication statusPublished - 2014
    EventAustralian Conferences on Teaching Statistics, OZCOTS 2008-2012 - Adelaide, Australia
    Duration: 12 Jul 201213 Jul 2012

    Other

    OtherAustralian Conferences on Teaching Statistics, OZCOTS 2008-2012
    CountryAustralia
    CityAdelaide
    Period12/07/1213/07/12

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    Bilgin, A. A., Primi, C., Chiesi, F., Lopez, M. V., Fabrizio, M. D. C., Quinn, V. F., ... Graham, P. L. (2014). A comparison of first year statistics units’ content and contexts in a multinational study, with a case study for the validation of ASSIST in Australia. In H. MacGillivray, B. Phillips, & M. A. Martin (Eds.), Topics from Australian Conferences on Teaching Statistics - OZCOTS 2008-2012 (Vol. 81, pp. 189-210). New York: Springer, Springer Nature. https://doi.org/10.1007/978-1-4939-0603-1_11