Rossi A. Hassad
An Exploration of the Perceived Usefulness of the Introductory Statistics Course and Students’ Intentions to Further Engage in Statistics
students attitude including perceived usefulness generally associated academic successthe related research statistics education focused almost exclusively role attitude explaining predicting academic learning outcomes hence paucity research evidence attitude particularly perceived usefulness impacts students intentions use stay engaged statistics beyond introductory coursethis study explored relationship college students perception usefulness introductory statistics course beliefs statistics useful intentions take another statistics coursea crosssectional study 106 students conductedthe mean rating usefulness 47 7 statistically significant differences based gender agesixtyfour percent reported would consider taking another statistics course subgroup rated course useful p 01the majority 67 reported statistics would useful either graduate school research whereas 14 indicated job 19 undecidedthe undecided students lowest mean rating usefulness course p 001addressing data context realworld problemsolving decisionmaking could facilitate students better appreciate usefulness practicality statisticsqualitative research methods could help elucidate findings