Rossi A. Hassad | Searcharxiv

arXiv2010

Toward improving the quality of doctoral education: A focus on statistics, research methods, and dissertation supervision

Doctoral education (PhD) in the USA has long been characterized as being in a crisis, yet empirical research to identify possible determinants is limited, in particular, faculty competence has received only scant research attention. This study ascertained from students, faculty and consultants, their concerns about the teaching of statistics and research (including dissertation supervision). The responses encompass the curriculum, pedagogy, content knowledge, support, and accountability. The current U.S. doctoral education model needs to be systematically reviewed toward assessing its relevance to the changing needs of the disciplines and the job market. In this regard, the almost universal emphasis on evidence-based practice, especially in the disciplines of health and behavioral sciences must be given major consideration. Reform initiatives must also address the roles and qualifications of dissertation committee members (including consultants), the composition of the dissertation committee, and training geared toward preparing and certifying faculty to serve as dissertation committee members.

stat.ME↗

arXiv2010

Reflection on Training, Experience, and Introductory Statistics: A Mini-Survey of Tertiary Level Statistics Instructors

Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the specific course(s) that contributed mostly to instructors' understanding of statistics. Courses reported were described as advanced or graduate level, and classified as application-based, math, multivariate, probability, and research. The majority, 9 (56%) attributed their understanding of statistics to either an application-based or research course, and of those, 7 (44%) reported negative feelings about their introductory courses. These findings underscore the importance of authentic activities, and constructivist pedagogy toward facilitating statistical literacy. Research is needed to determine the effect of instructors' academic preparation on their knowledge, attitudes, and practices.

stat.ME↗

arXiv2010

Reform-Oriented Teaching of Introductory Statistics in the Health, Social and Behavioral Sciences-Historical Context and Rationale

There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly necessary for effective decision-making and evidence-based practice. This paper explains the historical context of, and rationale for reform-oriented teaching of introductory statistics (at the college level) in the health, social and behavioral sciences (evidence-based disciplines). A firm understanding and appreciation of the basis for change in pedagogical approach is important, in order to facilitate commitment to reform, consensus building on appropriate strategies, and adoption and maintenance of best practices. In essence, reform-oriented pedagogy, in this context, is a function of the interaction among content, pedagogy, technology, and assessment. The challenge is to create an appropriate balance among these domains.

stat.AP↗

arXiv2010

Development and Initial Validation of a Scale to Measure Instructors' Attitudes toward Concept-Based Teaching of Introductory Statistics in the Health and Behavioral Sciences

Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study was to develop and initially validate a scale to measure instructors' attitudes toward reform-oriented (or concept-based) teaching of introductory statistics in the health and behavioral sciences, at the tertiary level. This scale will be referred to as FATS (Faculty Attitudes Toward Statistics). Data were obtained from 227 instructors (USA and international), and analyzed using factor analysis, multidimensional scaling and hierarchical cluster analysis. The overall scale consists of five sub-scales with a total of 25 items, and an overall alpha of 0.89. Construct validity was established. Specifically, the overall scale, and subscales (except perceived difficulty) plausibly differentiated between low-reform and high-reform practice instructors. Statistically significant differences in attitude were observed with respect to age, but not gender, employment status, membership status in professional organizations, ethnicity, highest academic qualification, and degree concentration. This scale can be considered a reliable and valid measure of instructors' attitudes toward reform-oriented (concept-based or constructivist) teaching of introductory statistics in the health and behavioral sciences at the tertiary level. These five dimensions influence instructors' attitudes. Additional studies are required to confirm these structural and psychometric properties.

stat.OT↗

arXiv2010

Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences

Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study was to develop and initially validate a scale to measure instructors' attitudes toward reform-oriented (or concept-based) teaching of introductory statistics in the health and behavioral sciences, at the tertiary level. This scale will be referred to as FATS (Faculty Attitudes Toward Statistics). Data were obtained from 227 instructors (USA and international), and analyzed using factor analysis, multidimensional scaling and hierarchical cluster analysis. The overall scale consists of five sub-scales with a total of 25 items, and an overall alpha of 0.89. Construct validity was established. Specifically, the overall scale, and subscales (except perceived difficulty) plausibly differentiated between low-reform and high-reform practice instructors. Statistically significant differences in attitude were observed with respect to age, but not gender, employment status, membership status in professional organizations, ethnicity, highest academic qualification, and degree concentration. This scale can be considered a reliable and valid measure of instructors' attitudes toward reform-oriented (concept-based or constructivist) teaching of introductory statistics in the health and behavioral sciences at the tertiary level. These five dimensions influence instructors' attitudes. Additional studies are required to confirm these structural and psychometric properties.

stat.AP↗

arXiv2010

Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level

This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions (subscales) were characterized as constructivist, and behaviorist, and are orthogonal to each other. Criterion validity of this scale was established in relation to instructors' attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the USA, and instructors with academic degrees in mathematics and engineering. This new scale (TISS) will allow us to empirically assess and describe the pedagogical approach (teaching practice) of instructors of introductory statistics. Further research is required in order to be conclusive about the structural and psychometric properties of this scale.

stat.AP↗