Assessing Students’ Understanding of the Measures of Central Tendency and Attitude towards Statistics in Rural Secondary Schools
Siti Shahirah Saidi 1, Nyet Moi Siew 1 *
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1 Universiti Malaysia Sabah, MALAYSIA* Corresponding Author

Abstract

This research was conducted to assess the level of students’ understanding of the measures of central tendency and attitude towards statistics. A survey research was conducted on Tenth Graders in nine secondary rural schools in Sabah, Malaysia. A total of 148 students were sampled using stratified random sampling. Statistical Understanding Test of the Measures of Central Tendency and Survey Attitude towards Statistics questionnaire were used as data collection tools. The data was analyzed descriptively and inferentially by using SPSS version 20.0. The results revealed that students’ understanding of measures of central tendency was at a moderate level, while their attitude towards statistics was positive. Gender difference was found to be significant in students’ understanding of measures of central tendency (p=0.032), but not in their attitude towards statistics. Generally, male students had a higher understanding than the female students. Furthermore, there were no significant relationships between students’ understanding of measures of central tendency and attitude towards statistics, except for Effort component (r=-0.299, p<.05). The finding showed that students who willingly put a great effort to learn statistics did not necessarily warrant a good understanding of the measures of central tendency. This study implied that Mathematics educators should remind students that the quality of learning with the appropriate learning technique invested in it would warrant better understanding of the measures of central tendency.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2019, Volume 14, Issue 1, 73-86

https://doi.org/10.12973/iejme/3968

Publication date: 21 Dec 2018

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Article Downloads: 8874

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