The Effect of a Student-Designed Data Collection Project on Attitudes Toward Statistics

Lisa J. Carnell High Point University
Journal of Statistics Education Volume 16, Number 1 (2008), www.amstat.org/publications/jse/v16n1/carnell.html
Copyright © 2008 by Lisa J. Carnell all rights reserved.

Abstract
Students often enter an introductory statistics class with less than positive attitudes about the subject. They tend to believe statistics is difficult and irrelevant to their lives. Observational evidence from previous studies suggests including projects in a statistics course may enhance students’ attitudes toward statistics. This study examines the relationship between inclusion of a student-designed data collection project in an introductory statistics course and 6 components comprising students’ attitudes toward statistics. The sample consisted of 42 college students enrolled in an introductory statistics course. Comparisons of those who completed the student-designed data collection project (n = 24) and those who did not complete the project (n = 18) suggest that inclusion of a project may not significantly impact students’ attitudes toward statistics. However, these findings must be viewed as only a preliminary step in the study of the effect of projects on attitudes toward statistics.

Keywords: Attitudinal scale; Statistics education; Project-based learning; Comparative study.

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