22 SES 03 B, Teaching, Learning and Assessment in Higher Education
Higher education (HE) in Portugal has increased steadily since the beginning of the 1980’s. However, despite the continuous public investment in HE, Portugal still has academic failure and survival rates that compare badly with most European countries (OECD 2010).
As it had been stressed by some previous studies failure in tertiary education occurs mostly in 1st. cycle (graduation) mainly in curricular units that deal with quantitative methods such as Mathematics and Statistics.
The implementation of Bologna Chart has contributed to reinforce this trend as it led to shorter time duration for 1st. cycle completion though syllabuses’ extension and complexity remained identical most of times (Chagas Lopes & Fernandes 2010) .
Academic failure in some of ISEG critical subjects had already been addressed throughout research developed by the ISEG Pedagogic Observatory (PO) (Fernandes & Chagas Lopes 2008; Chagas Lopes & Fernandes 2010). However, almost no attention was yet given to students’ attitudes and motivation towards the above. Many students enter statistics courses with negative attitudes or beliefs that may affect their success in Statistics. In fact, success will only happen if students think that these subjects are useful in their professional and personal lives, and believe that they can understand and use statistics.
This paper aims to examine selected non-cognitive features such as student’s feelings, beliefs, interests, expectations and motivations as proposed by the Social Cognitive and the Self-Determination Theories, (Bandura 1997; Nielsen 2009; …). In this paper we are particularly interested in students’ attitudes evolution from the moment they start their statistical courses and the moment they end them (two semesters). We believe that attention to such factors may contribute to a better understanding of how students' attitudes change while learning these subjects. Such knowledge will help teachers to develop new pedagogical methods that could enhance positive changes and weaken negative feelings in order to overcome failure in academic performance.
To further understand which factors influence students’ attitudes changes we analyze how they relate with some individual characteristics (gender, age, participation in the labor market), social economic status of the family (father and mother school level), HE trajectory (major, previous number of enrolments, number of ECTS completed, current average course mark).
•Bandura, Albert (1997), Self-efficacy: The Exercise of Control. New York: Freeman. •Chagas Lopes, Margarida & Fernandes, Graca, (2010), Success/Failure in Higher Education: how long does it take to complete some core 1st. year disciplines?," Journal of Research in Educational Sciences, 0(1): 32-50. •Dauphinee, T.l., Schau,C. & Stevens, J.J. (1997),” Survey of Attitudes Towards Statistics: Factor structure and factorial invariance for females and males”, Structural Equation Modeling, 4, 129-141. •Fernandes, Graça & Chagas Lopes, Margarida, (2008) “ISEG undergraduate students: determinants of academic performance”, ECER Conference “From teaching to learning”, September, Gotemburg, Sweden. •ISEG Pedagogic Observatory (2010), Report on the impacts of the Bologna Reform on Academic Success in ISEG”, Conference Paper, ISEG, October 2010. •Miller, A. & Schau,C. (2010), “Assessing students’attitudes: the good, the bad and the ugly”, Joint Statistical Meetings, Vancouver, available at http://www.evaluationandstatistics.com\JSM2010.pdf. •Nielsen, Hallgeir (2009), Influence on Student Academic Behaviour through Motivation, Self-Efficacy and Value-Expectation: An Action Research Project toImprove Learning, Issues in Informing Science and Information Technology Volume 6, 2009, (http://iisit.org/Vol6/IISITv6p545-556Nilsen598.pdf, acc. 21/01/2012). •Ramirez, C., Emmiouglu, E., Schau,C. (2010) “Understanding Students’Attitudes toward Statistics: New Perspectives Using an Expectancy-Value Model of Motivation and the Survey of Attitudes Towards Statistics”, Joint Statistical Meetings, Vancouver, available at http://www.evaluationandstatistics.com\JSM2010.pdf. •Schau,C. (2003), “Students’Attitudes: The “other” important Outcomes in statistical Education”, Joint Statistical Meetings, San Francisco, available at http://www.evaluationandstatistics.com\JSM2003.pdf. •Schau,C. (2008), “Common Issues in SATS Research”, Joint Statistical Meetings, available at http://www.evaluationandstatistics.com\JSM2008.pdf. •Sorge, C. & Schau,C. (2002), “Impact of engineering students’attitudes on achievement in statistics”, American Education Research Association, New Orleans, AERA 2002. •Tekerec, M., Yeniterzi,B., Ercan, O. (2011), “Math Attitudes of Computer Education and Instructional Technology Students”, The Turkish Online Journal of Educational Technology, July 2011, volume 10.Issue 3.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.