Teaching Statistics With Constructivist-Based Learning Method To Describe Student Attitudes Toward Statistics

Abstract

In this study, the researcher examined the effect of a semester-long, constructivist-based learning approach method on student attitudes toward statistics in an introductory statistics course. The author investigated whether students who engaged in constructivist-based learning environment performed more positive attitudes toward statistics. Results showed that, the constructivist-based learning approach technique encouraged students to become more positive attitudes toward statistics with the course content through active–learning environment. Thus, these findings have important implications for course content and instructional delivery.