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Does prior mathematics knowledge really lead to variation in elementary statistics performance? Evidence from a developing country
ARTICLE

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International Journal of Educational Development Volume 26, Number 6 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted.

Citation

Woodward, G. & Galagedera, D. Does prior mathematics knowledge really lead to variation in elementary statistics performance? Evidence from a developing country. International Journal of Educational Development, 26(6), 631-639. Elsevier Ltd. Retrieved October 22, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2006.02.005

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