Students' statistical reasoning reviewed from academic internal factors in two learning classes

Abstract

This paper presents the research results about the profile of students' statistical reasoning ability (SRA) based on their academic internal factors, namely statistical prior knowledge (SPK), the intensity of study, and length of time to study. Data was collected from the seventy students of mathematics educations in a year of 2018/2019 that divided into two learning classes. One class was determined randomly as an experimental group and another class as a control group. The SRA and SPK achievements were measured by a written test. The aged of students ranged from 19 to 22 years. Based on gender, there were about 71% of females and 29% of males. The result of the study showed that the most answered about the intensity to study was "seldom". They used the length of time to study for reviewing the statistics topic for about one to two hours. Both of the intensity to study and the length of time to study was not a significant effect on the difference of students' SRA achievement between experimental and control groups. The difference in learning model was not the only one factor that significantly influenced the difference of students' SRA achievement. The difference of the SPK factor produced the difference of the SRA achievement between experimental and control groups. Nevertheless, there was no interaction effect between the learning model and the level of SPK to the difference of the students' SRA achievement.