Gordon Custer|Linda T. A. van Diepen|Janel Seeley
Mixed?method analysis of undergraduate and graduate student perceptions towards r suggests lecture and self?paced tutorial introductions produce similar outcomes
University of Wyoming|University of Wyoming|University of Wyoming
abstract quantitative literacy necessary keep pace exponentially increasing magnitude biological data complexity statistical tools however statistical programming cause anxiety new learners educators alike order produce graduates wellprepared quantitative research overcoming initial hurdles associated statistical programming must often valuable class time dedicated teaching introductory concepts statistical programming leaving instructors short time present introductory tutorial statistical programming language r tutorial easily customizable selfpaced used secondary graduate level classrooms student questionnaire responses suggest perceptions towards r became generally favorable following introduction program increased likelihood returning r similar results found across multiple formats introducing statistical programming r suggest tutorialstyle introduction effective series lectures computer exercises altering student perceptions towards statistical programming graduate students tutorial provides selfpaced introduction covers basic programming r offers students opportunity learn basic skills often act roadblock learning utilizing complex quantitative tools reserving class time instruction