Statistical Reasoning Ability, Self-Efficacy, and Value Beliefs in a Reform Based University Statistics Course

Abstract

Introduction. The study investigated the degree to which students‟ statistical reasoning abilities, statistics self-efficacy, and perceived value of statistics improved during a reform based introductory statistics course. The study also examined whether the changes in these learning outcomes differed with respect to the students‟ mathematical background and perceived teacher support.Method. Ninety-six first-year university students enrolled in an introductory statistics course were assessed both at the beginning and at the end of the course.Results. The results showed that the students‟ statistical reasoning abilities and statistics self-efficacy significantly increased during the course. However, no significant changes were observed in their perceived value of statistics. The improvements in the students‟ statistical reasoning abilities were independent of their mathematical background or perceived teacher support. Larger positive changes in statistics self-efficacy were observed for students with favorable perceived teacher support.Conclusions. This study concludes that students can attain important content related course goals in reformed statistics course regardless of their mathematics background. The attainment of other learning goals, particularly that of self- and value beliefs about statistics; however, are susceptible to teachers‟ support and encouragement.