Abstract
Students’ learning of statistics has been studied from a variety of angles, and this study is no different. The main purpose is to compare the Malay and Arab students’ attitudes toward learning statistics and their learning styles in understanding statistics. A survey questionnaire and face-to-face interview techniques were used to elicit information from 150 students based on the cohort. They were asked about how they learn to solve statistical problems based on Kolb’s four learning cycles: feeling, reflective observation, thinking, and doing. Attitude responses were numerically recorded based on a five-point Likert scale, while preference for learning styles was recorded as 1 (Do and Feel) or 0 (Watch and Think). Both attitude and learning style data were combined and subjected to Rasch analysis. Results show that a majority of the Arab and Malay students have moderate to high positive attitude toward learning statistics. Generally, students from both cultures are classified as the “Accommodating” type with a preference for doing and feeling from the experience of doing statistical problems. Arab students are classified as the “Assimilating” type with a preference for thinking, reflecting, and learning from observation, while Malay students are classified as the “Converging” type with a preference for thinking and doing statistical exercises.
Highlights
Statistics researchers and educators have performed several studies on students’ attitudes toward statistics and their influence on their statistical learning [1,2,3]
Research studies on students’ attitudes toward statistics and their learning styles in statistics have been investigated from various perspectives. is study used a psychometric approach based on the Rasch models to explore both Malay and Arab students’ attitudes toward statistics and their learning styles. e connections between the students’ attitudes and their learning styles and the fact that they are from different cultural backgrounds have shown some similarities and differences in the students’ attitude toward statistics and their learning patterns in statistics
A comparison of the item reliability index shows that Malay students have a slightly higher item reliability index compared to Arab students, which indicates that the attitude items are more agreeable to the Malay students compared to the Arab students, given their range of abilities
Summary
Statistics researchers and educators have performed several studies on students’ attitudes toward statistics and their influence on their statistical learning [1,2,3]. Some people are hesitant to learn statistics because they are afraid of numbers and formulae, even if they are aware of the relevance and necessity of its usage later [5]. Student awareness of their statistical thinking handicap [6] or the degree of their statistical literacy is key to ensuring that they are aware of their statistical thinking level and understanding. According to [9], students may be better equipped to adapt to diverse settings if they are aware of their learning styles
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