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Using the Auzmendi Scale (1992) with five factors (utility, anxiety, trust, pleasure, motivation), results indicate low confidence in solving statistical and probabilistic problems despite limited anxiety, and motivation that improves early evaluation results on core concepts of combinatorial analysis and probability.",{"@graph":14,"@context":73},[15,34,56],{"@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 & 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is the study’s main goal regarding students in probability and statistics?","Question",{"text":63,"@type":64},"To investigate the relationship between students’ attitudes and their academic achievement in probability and statistics at higher education level.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is attitude toward mathematics and statistics measured in this research?",{"text":68,"@type":64},"It uses the Auzmendi Scale (1992), which covers five factors: utility, anxiety, trust, pleasure, and motivation.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results suggest about students’ confidence and anxiety?",{"text":72,"@type":64},"Students show a lack of confidence in solving probabilistic and statistical problems, with no great anxiety about Probability and Statistics, and initial motivation that supports better results in the first 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\nEDUCATION  \nAilton Paulo de Oliveira Júnior, Pedro Rosental Zamora,  \nLucas Azevedo de Oliveira, Thiago Costa de Souza  \nAbstract: A simple analysis of the learners' academic status at different levels of education shows that these learners have poor performance in probability and statistics subject and they have negative attitude to this subject. Therefore, the aim of this study is to investigate the relationship between the attitude and academic achievement of 134 students of three classes of a compulsory subject of the fourth period aimed at probabilistic and statistical content, at a federal university, in the state of São Paulo, Brazil, at the end of 2017. We used the Auzmendi Scale (1992) that considers attitudes towards mathematics and statistics, at the same time, being composed of five basic factors (utility, anxiety, trust, pleasure and motivation) . Some of the results indicate that there is an indication that students lack confidence in solving statistical and probabilistic problems, noting that there is no great anxiety about Probability and Statistics, however, they do not feel confident about solving problems probabilistic and statistical. And they present initial motivation and this fact generates better results in the first evaluation of the discipline that deals with basic concepts of Combinatorial Analysis and Probability.  \nKeywords: attitudes, teaching of probability and statistics, higher education.  \n1. Introduction  \nThe teaching-learning of probability and statistics increasingly occupies an important place in Higher Education institutions due to the current need of professionals trained in dealing with large amount of information, processed in minimum time, and with mastery of techniques of data analysis that support decision-making based on inference of sample data.  \nWe believe that people forget what they do not use, but attitudes stick. And, considering that statistics coursework is perhaps the major contributor to a statistically literate society, students’ attitudes toward statistics deserve special attention.  \nStatistics education research over the last decade has emphasized the need for reform in the teaching of statistics with a growing body of research in this area. An increasing number of scientific publications devoted to this topic indicates that statistics education is developing as a new and emerging discipline (Garfield & Ben-Zvi, 2008) .  \nHowever, research on the teaching and learning of statistics remains disconnected, fragmented, and difficult to access (Zieffler, Garfield, Alt, Dupuis, Holleque, & Chang, 2008) .  \nStudents’ attitudes and beliefs can impede (or assist) learning statistics and may affect the extent to which students will develop useful statistical thinking skills and apply what they have learned outside the classroom.  \nAnd also, Gal, Ginsburg and Schau (1997, p. 38), students’ attitudes and beliefs regarding statistics deserve attention for three reasons: 1. their role in influencing the teaching/learning process; 2. their role in influencing students’ statistical behavior after they leave the classroom; and 3. their role in influencing whether or not students will choose to enroll in a statistics course later on, beyond their first encounter with statistics.  \n2. Theoretical background  \nWe find different definitions of attitudes such as:  \n1) The sum of emotions and feelings experienced during the learning period of the subject or subject being studied (Gal and Garfield, 1997, 40) .  \n2) Evaluative predisposition (positive or negative) that determines personal intentions and influences behavior \"(Gómez-Chacón, 2000, p.23) .  \n3) The ways of acting, feeling or thinking that show the disposition or the opinion of a person (Phillip, 2007) .  \nAttitudes are usually stable, and can be graded according to their intensity, that is, being positive or negative, and sometimes expre","cbCaijxqzB1gQB6k","https://ap.wps.com/l/cbCaijxqzB1gQB6k","pdf",447123,14,"English","# Introduction\n# Theoretical background","[{\"question\":\"What is the study’s main goal regarding students in probability and statistics?\",\"answer\":\"To investigate the relationship between students’ attitudes and their academic achievement in probability and statistics at higher education level.\"},{\"question\":\"How is attitude toward mathematics and statistics measured in this research?\",\"answer\":\"It uses the Auzmendi Scale (1992), which covers five factors: utility, anxiety, trust, pleasure, and motivation.\"},{\"question\":\"What do the results suggest about students’ confidence and anxiety?\",\"answer\":\"Students show a lack of confidence in solving probabilistic and statistical problems, with no great anxiety about Probability and Statistics, and initial motivation that supports better results in the first evaluation.\"}]","STUDENT’S ATTITUDES TOWARDS PROBABILITY AND STATISTICS AND ACADEMIC ACHIEVEMENT ON HIGHER EDUCATION | PDF",1792064571,35]