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The initial instrument comprised 28 items across five conceptual subscales: statistics cognitive competence, technology cognitive competence, learning statistics with technology, value of statistics’ discipline, and emotions. The study analyzes responses from 123 Greek preschool education students, producing a final 28-item scale supported by strong evidence.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reliability-and-validity-testing-of-a-new-scale-for-mesuring-attitudes-toward-learning-statistics-with-techology-volume-4-number-1-2011/588501/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reliability-and-validity-testing-of-a-new-scale-for-mesuring-attitudes-toward-learning-statistics-with-techology-volume-4-number-1-2011/588501.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the SASTSc scale measure?","Question",{"text":62,"@type":63},"It measures students’ attitudes toward learning statistics with technology using 28 items and five attitude subscales covering cognitive competence, value, and emotions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How large was the study sample and who participated?",{"text":67,"@type":63},"The study included 123 Greek students from the Department of Preschool Education at the Western Macedonia University.",{"name":69,"@type":60,"acceptedAnswer":70},"What reliability result is reported for the instrument?",{"text":71,"@type":63},"Cronbach’s α for the SASTSc instrument in this sample was 0.901, indicating strong internal consistency reliability.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588501,1793086201,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 4, Number 1, 2011  \nRELIABILITY AND VALIDITY TESTING OF A  \nNEW SCALE FOR MESURING ATTITUDES TOWARD LEARNING STATISTICS WITH TECHOLOGY  \nSofia D. Anastasiadou  \nAbstract. The aims of this paper are to determine the validity and reliability of SASTSc scale asan instrument to measure students’ attitudes that monitors affective components relevant to learning the disciple of statistics with the help of technology and its impact on students’ career in a Greek sample. Initially, it was consisted of 28 items concerning 5 conceptual subscales which measure students’ attitudes concerning Statistics Cognitive Competence, Technology Cognitive Competence, Learning Statistics with Technology, Value of the disciple and Emotions. In particular, the paper reports the responses of 123 Greek students from the department of Preschool Education of the Western Macedonia University in Greece. The results of the present study provide the final scale, which is consisted of the all the 28 items of the initial SASTS Scale and for which strong evidence was ascertained.  \nKeywords: Reliability, Validity, Statistics, Techology, Scale  \n1. Theoretical framework  \nMany researchers described innovative ways computers are being used in undergraduate and graduate statistics courses and their impact on the way these courses are being taught (Biehler, 1993; Moore, 1997; Ben-Zvi, 2000; Franklin & Garfield, 2006; Callingham, 2010) .  \nUses of technology discussed included combinations of software programs with new curricular approaches and Internet resources. ICOTS (International Conference of Statistics Education) and IASE (International Assosiation of Statistics Education) conferences have put emphases to the advantages and benefits of computers in statistics education. Chance et all. (2007) argued that it is hard to imagine teaching statistics today without using some form of technology. In addition Garfield et all. (2000) supported that teachers are encouraged to view the use of technology not just as a way to compute numbers but as a way to explore concepts and ideas and enhance student learning.  \n2. Research goals  \nStatistics education community pays attention to the impact that technology may have on the learning statistics. Therefore, it is of great interest to investigate the attitudes of professionals, pupils, students and teachers, towards learning statistics with technology. For this reason, the present study aims to create a reliable and valid tool capable to measure the participants’ awareness of lifelong learning in connection with the human resources development issue by taking into consideration vital parameters such as, positive and negative attitudes concerning a student’s knowledge and skills as applied to statistics, positive and negative attitudes concerning a student’s knowledge and skills as applied to technology, positive and negative attitudes concerning a student’s attitudes to learning statistics with technology, positive and negative attitudes to the worth and usefulness of statistics in students’personal and professional life, positive and negative emotions concerning statistics towards the learning statistics with the help of technology. This specific tool is under investigation for its reliability and validity as there are no other relative instruments for this type of measurement.  \nReceived 28 February 2011, accepted 7 March 2011, published 30 March 2011.  \n3. The instrument  \nThe instrument, which intended to measure students’ attitudes towards statistics, is Students Attitudes toward Statistics and Technology Scale (SASTSc) . This tool consisted of 28 items referring to five different attitude subscales, as follows: (a) Statistics Cognitive Competence-positive and negative attitudes concerning a student’s knowledge and skills as applied to statistics (Co1, Co2, Co3, Co4, Co5, Co6); (b) Technology Cognitive Competence-positive and negative attitudes concerning a student’s knowledge and skills as applied to technology –c","cbCaigpP4p1uZSGi","https://ap.wps.com/l/cbCaigpP4p1uZSGi","pdf",212094,"English","# Theoretical framework\n# Research goals\n# The instrument\n# Sample\n# Methodology","[{\"question\":\"What does the SASTSc scale measure?\",\"answer\":\"It measures students’ attitudes toward learning statistics with technology using 28 items and five attitude subscales covering cognitive competence, value, and emotions.\"},{\"question\":\"How large was the study sample and who participated?\",\"answer\":\"The study included 123 Greek students from the Department of Preschool Education at the Western Macedonia University.\"},{\"question\":\"What reliability result is reported for the instrument?\",\"answer\":\"Cronbach’s α for the SASTSc instrument in this sample was 0.901, indicating strong internal consistency reliability.\"}]","RELIABILITY AND VALIDITY TESTING OF A NEW SCALE FOR MESURING ATTITUDES TOWARD LEARNING STATISTICS WITH TECHOLOGY - Volume 4 - Number 1 - 2011 | PDF",1792065374,25]