Statistical Learning Outcomes Research Articles

Rhythmically Modulating Neural Entrainment during Exposure to Regularities Influences Statistical Learning.

The ability to discover regularities in the environment, such as syllable patterns in speech, is known as statistical learning. Previous studies have shown that statistical learning is accompanied by neural entrainment, in which neural activity temporally aligns with repeating patterns over time. However, it is unclear whether these rhythmic neural dynamics play a functional role in statistical learning or whether they largely reflect the downstream consequences of learning, such as the enhanced perception of learned words in speech. To better understand this issue, we manipulated participants' neural entrainment during statistical learning using continuous rhythmic visual stimulation. Participants were exposed to a speech stream of repeating nonsense words while viewing either (1) a visual stimulus with a "congruent" rhythm that aligned with the word structure, (2) a visual stimulus with an incongruent rhythm, or (3) a static visual stimulus. Statistical learning was subsequently measured using both an explicit and implicit test. Participants in the congruent condition showed a significant increase in neural entrainment over auditory regions at the relevant word frequency, over and above effects of passive volume conduction, indicating that visual stimulation successfully altered neural entrainment within relevant neural substrates. Critically, during the subsequent implicit test, participants in the congruent condition showed an enhanced ability to predict upcoming syllables and stronger neural phase synchronization to component words, suggesting that they had gained greater sensitivity to the statistical structure of the speech stream relative to the incongruent and static groups. This learning benefit could not be attributed to strategic processes, as participants were largely unaware of the contingencies between the visual stimulation and embedded words. These results indicate that manipulating neural entrainment during exposure to regularities influences statistical learning outcomes, suggesting that neural entrainment may functionally contribute to statistical learning. Our findings encourage future studies using non-invasive brain stimulation methods to further understand the role of entrainment in statistical learning.

How does one's “mindset” contribute to statistical learning? A moderated mediation model of growth mindset of statistical ability on statistical learning outcomes

The purpose of this study is to investigate whether “growth mindset” contributes to statistical learning in the social sciences, and to address the controversy whether growth mindset is positively associated with academic achievement. Students enrolled in a statistics course were invited to participate in a two-stage online questionnaire, resulting in cross-sectional data (including only the first-wave data) and longitudinal data (two-wave data). Both cross-sectional and longitudinal data show that compared with general growth mindset, statistical growth mindset has a significant indirect effect on academic achievement in statistics courses acting through academic engagement, which supports the idea of “domain specificity”. Perceived difficulty moderated the effect of the statistical growth mindset and academic engagement, only in cross-sectional data. This study provides empirical evidence for the application of a statistical growth mindset to statistical learning and partially addresses the controversy over the predictive effect of growth mindset.

Non-adjacent dependency learning from variable input: investigating the effects of bilingualism, phonological memory, and cognitive control.

One proposed advantage of bilingualism concerns the ability to extract regularities based on frequency information (statistical learning). Specifically, it has been proposed that bilinguals have an advantage in statistical learning that particularly holds in situations of variable input. Empirical evidence on this matter is scarce. An additional question is whether a potential bilingual advantage in statistical learning can be attributed to enhancements in phonological memory and cognitive control. Previous findings on effects of bilingualism on phonological memory and cognitive control are not consistent. In the present study, we compared statistical learning from consistent and variable input in monolingual and bilingual children (Study 1) and adults (Study 2). We also explored whether phonological memory and cognitive control might account for any potential group differences found. The findings suggest that there might be some advantage of bilinguals in statistical learning, but that this advantage is not robust: It largely surfaced only in t-tests against chance for the groups separately, did not surface in the same way for children and adults, and was modulated by experiment order. Furthermore, our results provide no evidence that any enhancement in bilinguals' statistical learning was related to improved phonological memory and cognitive control: bilinguals did not outperform monolinguals on these cognitive measures and performance on these measures did not consistently relate to statistical learning outcomes. Taken together, these findings suggest that any potential effects of bilingualism on statistical learning probably do not involve enhanced cognitive abilities associated with bilingualism.

Analysis of Statistical Learning Outcomes with Online and Offline Learning Methods

This study analyses what factors make online learning outcomes better than offline. It is crucial to know whether there are other supporting factors or factors from the students' abilities. The method used in this research is descriptive research using a qualitative approach with six research subjects. The selection of subjects in this study was by purposive sampling. Collecting data in this study using task-based interviews, namely: (1) selecting research subjects; (2) determining the time of data collection; (3) carrying out data collection; (4) analysing data; (5) comparing the results of online and offline data collection; and (6) conclude the results of the analysis. The results of the analysis of this study are that the application of online learning methods and offline methods has little effect on material understanding, enthusiasm and independence in learning. The things that need attention are not the learning method, but how we can foster a good and consistent spirit for education, especially for students with medium and low abilities, it is vital to increase the excitement for learning in all learning methods because, with a consistent enthusiasm for learning, students will be happy. And active when participating in class learning both with online and offline modes.

Increasing Statistics Learning Outcomes For Civil Engineering Students Through Problem Based Learning (Pbl) Model

Statistics is a science that is used in various fields. However, students are still not very interested in participating in the learning. This makes the motivation and learning achievement of students' statistics decreases, especially in the problem solving abilities obtained by students are low. The learning model that can overcome the weaknesses of these students is the Problem Based Learning (PBL) model. This study aims to determine the improvement of Statistics learning outcomes for Civil Engineering Study Program students through the application of Problem Based Learning (PBL) model. The method used in this study is an experimental method using a one group pretest-posttest research design. The research sample was students of the Civil Engineering Study Program, Graha Nusantara University, Padangsidimpuan, third semester , Academic Year 2021-2022, totaling 40 people. The instruments used in this study were observation sheets and tests. The data analysis technique used is comparative descriptive analysis. Based on the results of the research obtained, it can be concluded that the Problem Based Learning (PBL) model is able to increase the statistical learning outcomes of students of the Civil Engineering Study Program at Graha Nusantara University, Padangsidimpuan by 23.08% which is characterized by an increase in individual learning mastery, the highest score, the lowest score and the average score of Statistics learning outcomes. So this learning model is very suitable to be developed in Statistics courses at the University level.

THE EFFECT OF AUTHENTIC LEARNING APPROACHES AND ASSESSMENT TECHNIQUES ON STUDENTS' STATISTICS BASIC TEST RESULTS BY INTELLIGENCE CONTROL

The purpose of this study is to determine the effect of authentic learning approaches and assessment techniques on students' basic statistical learning outcomes by controlling intelligence. This research is a quasi-experimental research using a 2x2 factorial design which includes 80 samples of KPI students. The results are (1) the results of the basic statistical basic test of students who use a scientific approach are higher than students who use a contextual learning approach (2) the results of the basic statistical test of students who use essay tests are higher than students who use portfolio assessment (3) there are the effect of the interaction between the learning approach and authentic assessment techniques on the results of the basic statistical basic test of students (4) especially for students who learn to use essay assessment, the results of the basic statistical test of student groups with a scientific approach are higher than contextual learning (5) especially for students who learn to use portfolio assessment, the results of the basic statistical test of student groups with a contextual approach are lower than scientific learning (6) especially for students who learn to use a scientific approach, the results of the basic statistical test of student groups with essay assessments are more higher score than using portfolio assessment (7) especially for students who learn to use a contextual approach, the results of the basic statistical test for groups of students with portfolio assessment are lower than using essay assessment. Therefore, it is recommended for lecturers to know the success of students in receiving the material, it is better to use a scientific approach and form of essay assessment.

EFEKTIFITAS PEMBELAJARAN STATISTIKA DENGAN METODE TEAM ASSISTED INDIVIDUALIZATION TERHADAP HASIL BELAJAR MAHASISWA

One of the causes of low learning outcomes is due to lecture activities that have not used appropriate learning methods. One alternative learning method that can be used in lectures related to arithmetic, such as statistics and mathematics, is by applying the Team Assisted Individualization method. The purpose of this study is to determine the differences in statistical learning outcomes between students who applied the Team Assisted Individualization learning method and those applied conventional learning methods and the effect of the learning methods used on statistical learning outcomes. The research method used is by conducting experiments on students of the Department of Sociology, FISIP UIN SGD Bandung, by taking samples of three classes, the experimental class namely the class that is given statistics learning with the Team Assisted Individualization method, the second class is using conventional methods with learning modules and class the third is using conventional learning methods (lecture method). Data were analyzed using multivariate analysis with MANOVA test and regression analysis using least square dummy variable method. The results show that there are differences in statistical learning outcomes between the three classes and there is an effect of the learning method applied, where the Teams Assisted Individualization method has a greater effect than other learning methods applied to the other two classes.

The Influence of Scientific Approach, Learning Motivation, and Student Responses on Statistical Learning Outcomes of STIE Muhammadiyah Mamuju Students

Education plays an important role in improving the quality of human resources in an effort to create general welfare and the intellectual life of the nation. Because of its very strategic role, issues related to the quality of education have always been the main discussion in government, for example related to the education system and the quality of educators. The cause of this stems from learning, where the learning approach has been centered on lecturers so that students tend to be passive. The purpose of this study was to determine how much influence the motivation to learn, student responses by using a scientific approach to statistical learning outcomes for STIE Muhammadiyah Mamuju students, which in the end is expected to have a quality learning process and an increase in learning outcomes. This type of research is ex post facto in the form of multiple linear regression analysis, combined with experimental research, namely statistical learning through a scientific approach involving the experimental class and the control class. Data collection techniques in this study were tests, questionnaires or questionnaires, observation and documentation. Initially, the sampling was carried out by purposive random sampling, the number of samples used in this study was 35% of the total population of 427 so that the sample was 114 (4 classes). However, because the Covid19 pandemic was increasing and it did not allow researchers to carry out optimally, a sample of 35 students was selected in the experimental class (1 class) and 34 students in the control class (1 class). Purposive said, because the selection according to the researcher had met the requirements, namely on the campus, the statistics subject lecturer had used a scientific approach in the learning process. And it is called Random Sampling, because in determining the sample is done randomly without any strata in the population. Then the data analysis method used is the validity and reliability test of the instrument, descriptive analysis, classical assumption test, and multiple linear regression analysis and hypothesis testing using the F test (simultaneous) and t test (partial) with the help of the SPSS for Windows program software (Statistical Package for Social Science) version 23.0 in processing research data. The results showed a significant effect both partially and simultaneously between learning motivation and student responses to statistical learning outcomes with a scientific approach to STIE Muhammadiyah Mamuju students, where learning outcomes for the experimental class (using a scientific approach) were better than control class with a conventional approach.

Statistical Learning in Late Talkers and Normal Peers.

Background:Late talkers (LTs) are children under three with poor vocabularies and no developmental problems. Statistical learning (SL) is defined as processing or learning patterns of environmental stimuli, for example, spoken language, music, or motor, that will unfold in time. We hypothesize if some LTs outgrow as developmental language disorder, they might be identified using SL tasks at the onset. We aimed to find any correlation between language measures and SL outcomes in LTs and normal children (NC).Materials and Methods:Sixteen pairs of LTs and NCs were recruited using a convenient sampling method from day-care centers and speech therapy clinics of the Comprehensive Center for Child Development in Isfahan city, Iran. Visual sequences presented using Habit software version 2.2.4. Children’s eye movements to visual sequences were monitored, and their reaction times and the number of anticipatory looks were analyzed offline. The language measures were determined in the free-play context.Results:Results indicated no significant correlation between SL and language measures and no difference observed in SL between the groups (P = 0.73).Conclusions:The results may refer to no overt correlation between SL and delayed overall linguistic measures along with inadequate samples, children’s fatigue, or insufficiency of the visual task in presenting SL.

The Effect of Self Efficacy on Statistics Learning Achievement at Students’ of STIKOM Tunas Bangsa Pematangsiantar

The purpose of this study was to analyze the effect of self-efficacy on statistical learning outcomes. The research method by using the survey way. Collecting data by random sampling 50 students’ second semester Academic Year 2017/2018 STIKOM Tunas Bangsa. Technique data collection by using questionnaire and tests. The data analysis technique by using a simple linear regression analysis with SPSS 25. Meanwhile, hypothesis testing using t-test to indicate that self-efficacy influences learning outcomes statistics. The results of this study obtained t count value of 7.452 while, t table value with a significance level of 0.05 is 2.011 because the value of tcount > ttable and a significant value of 0.000 <0.05, self-efficacy (X) partially has an effect is significant to the dependent variable namely learning outcomes (Y).

Superior learning in synesthetes: Consistent grapheme-color associations facilitate statistical learning

In synesthesia activation in one sensory domain, such as smell or sound, triggers an involuntary and unusual secondary sensory or cognitive experience. In the present study, we ask whether the added sensory experience of synesthesia can aid statistical learning—the ability to track environmental regularities in order to segment continuous information. To investigate this, we measured statistical learning outcomes, using an aurally presented artificial language, in two groups of synesthetes alongside controls and simulated the multimodal experience of synesthesia in non-synesthetes. One group of synesthetes exclusively had grapheme-color (GC) synesthesia, in which the experience of color is automatically triggered by exposure to written or spoken graphemes. The other group had both grapheme-color and sound-color (SC+) synesthesia, in which the experience of color is also triggered by the waveform properties of a voice, such as pitch, timbre, and/or musical chords. Unlike GC-only synesthetes, the experience of color in the SC+ group is not perfectly consistent with the statistics that signal word boundaries. We showed that GC-only synesthetes outperformed both non-synesthetes and SC+ synesthetes, likely because the visual concurrents for GC-only synesthetes are highly consistent with the artificial language. We further observed that our simulations of GC synesthesia, but not SC+ synesthesia produced superior statistical learning, showing that synesthesia likely boosts learning outcomes by providing a consistent secondary cue. Findings are discussed with regard to how multimodal experience can improve learning, with the present data indicating that this boost is more likely to occur through explicit, as opposed to implicit, learning systems.

Contribution of statistical anxiety to student learning outcomes: Study in Universitas Negeri Padang

The purpose of this study is to describe the statistical anxiety contribution to student learning outcomes. The sample of the study was 368 students of Universitas Negeri Padang, who attended Statistical courses in the semester of January-June 2018. Statistical anxiety data were collected through statistical anxiety rating scale (STARS) which analyzed descriptively. The results showed that there was a statistical anxiety contribution to the student statistical learning outcomes, with a contribution value of 10.4 %. Implications are discussed further for learning process in higher education.

KUALITAS HASIL BELAJAR STATISTIKA SISWA MTs YANG DIBELAJARKAN DENGAN PENDEKATAN PROBLEM POSING

High and low acquisition of students' mathematics learning outcomes is influenced by internal and external factors. External factors of concern are related learning approaches so students are easy to learn mathematics. There is a tendency for the role of students to be more passive and teachers to be more active in the process of learning mathematics. This condition results in low acquisition of mathematics learning outcomes. One alternative solution is to teach students through the problem posing approach, so as to contribute to the involvement of students in learning mathematics. The purpose of this study was to find out: (1) statistics learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches and (2) student responses after the statistical learning process with a problem posing approach. This study uses a quasi-experimental study with a control group only design post test design. The population is students of MTsS Darul Hikmah Aceh Besar grade VIII and the sample was total sampling. Data were collected by statistical learning outcomes and response questionnaires. Data analysis techniques used t test for test data and response questionnaire data through analysis of average score criteria. Based on the results of the analysis of the test data obtained that tcount &gt;ttable is 2,45 &gt; 1,70. From the results of the questionnaire data the average score was 3.29. It was concluded that the statistical learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches. And the student response questionnaire after the statistical learning process with the problem posing approach in the very positive category

DEVELOPING STATISTICAL KNOWLEDGE FOR TEACHING DURING DESIGN-BASED RESEARCH

Statistical knowledge for teaching is not precisely equivalent to statistics subject matter knowledge. Teachers must know how to make statistics understandable to others as well as understand the subject matter themselves. This dual demand on teachers calls for the development of viable teacher education models. This paper offers one such model, which relies upon engaging teachers in design-based research. Teachers collaborate with a researcher to design, implement, and analyze instruction to pursue desired statistical learning outcomes for students. The researcher allows teachers enough autonomy to make and learn from mistakes during the process. Unpacking and addressing the mistakes has value as a means of teacher learning. The model and a specific instance of its implementation are described along with reflections on how productive mistakes during design-based research provide opportunities for fostering the development of statistical knowledge for teaching. &#x0D; First published November 2017 at Statistics Education Research Journal Archives

The Use of Mathematics Taxonomy in Developing Statistical Learning Outcomes for Grade 12 Learners

In this paper the use of Mathematics taxonomy in developing statistical learning outcomes (SLO) for Grade 12 learners is investigated. A literature on Mathematics taxonomy and the SLO was reviewed. Further, a case was made for using the Mathematics taxonomy and the SLO in writing assessment tasks in teaching statistics. It is argued that Mathematics taxonomy uses four cognitive levels, knowledge, routine procedures, complex procedures and solving problem to guide all the assessment tasks. Furthermore, it is argued that the use of the three SLO, statistical literacy, reasoning and thinking to distinguish between learning outcomes is helpful in teaching statistics. A qualitative content analysis obtained from the 2010 and 2011 Grade 12 mathematics examination papers was done to examine the use of Mathematics taxonomy in developing the SLO. Results showed that the Mathematics taxonomy should be used in developing statistical literacy, reasoning and thinking. Mathematics teachers should be trained to usethe Mathematics taxonomy and the SLO in statistics assessment tasks.