Modeling of Statistical Reasoning and Students' Academic Performance Relationship through Partial Least Squares-Structural Equation Model (PLS-SEM)

Abstract

A strong command of statistical reasoning will enhance academic performance for students and thus support their future outlook in scientific research activities, especially in the pursuit of higher education. This research seeks to remedy the contention that statistical reasoning leads to the academic success of students by means of structural equation model. In this research, 99 undergraduate students from the Sultan Idris Education University, Malaysia (UPSI) Mathematics Education Degree (BEd Maths) program were engaged in a purposive sampling. The statistical reasoning model and its relationship with the academic performance of the students were analyzed using the Partial Least Squares-Structural Equation Model (PLS-SEM) technique, since the size of the sample was too small to employ Structural Equation Modelling-Analysis of Moment Structure (SEM-AMOS). The findings revealed that empirical evidence and in line with preceding findings and theoretical context improved the established model. It emerged from the analysis that all of the relationships within the model established were significant. A part of the statistical reasoning and students' academic performance model, the research also successfully affirmed all of the indicator variables described in the statistical reasoning constructs by utilizing PLS-SEM. In conclusions, the relationship between statistical reasoning and academic performance of students was expressed not only in lower order components in PLS-SEM, but also as a hierarchical component model in which statistical reasoning contributes to the academic performance of students and was advocated by empirical data. Therefore, potential research should also concentrate on other reasoning skills which can lead to the academic success of students.