Title:
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How might the development of pedagogic strategies enhance sport science students' attainment of statistical literacy in higher education?
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The reluctance of Sports Science students to engage with Statistics l has been widely
documented in the higher education sector. This research project employed a mixed
methodology to explore the complex interaction between motivation, learning and
student achievement to inform the development of statistical pedagogies through
evidence based practice.
Data for 336 students were collated from student records. Descriptive statistics
explored the impact of gender, degree programme, previous Mathematics
qualification and UCAS tariff points on marks in Statistics examinations. Inferential
statistical tests (ANOYA, ANCOYA and t-tests) evaluated the mean differences
within each factor and the interactions between them. Additionally, Statistics marks
were compared to those of other compulsory modules. Regression models identified
the comparative contribution of quantitative factors to Statistics and Dissertation
marks. Unstructured and semi-structured interviews were conducted with twelve
participants to understand the students' perspectives while they were studying a level
five Statistics module.
A synthesis of quantitative and qualitative findings revealed. mathematical
experiences to be the only factor to influence achievement in Statistics. Students
perceived Statistics as a branch of Mathematics and expressed insufficient
confidence to engage with statistical activities, which in tum led to poor examination
results, particularly at level five. Interview responses revealed the examinations to
be inadequate indicators of statistical literacy. Recommendations were made to
develop statistical thinking in response to Sports Science problems. This approach
would enable students to have space for necessary reflection and to appreciate better
the vital role of Statistics in all areas of Sports Science. Assessment through project
work was commended as beneficial, both as a vehicle for learning and to promote
motivation for deeper engagement with Statistics.
The reluctance of Sports Science students to engage with Statistics l has been widely
documented in the higher education sector. This research project employed a mixed
methodology to explore the complex interaction between motivation, learning and
student achievement to inform the development of statistical pedagogies through
evidence based practice.
Data for 336 students were collated from student records. Descriptive statistics
explored the impact of gender, degree programme, previous Mathematics
qualification and UCAS tariff points on marks in Statistics examinations. Inferential
statistical tests (ANOYA, ANCOYA and t-tests) evaluated the mean differences
within each factor and the interactions between them. Additionally, Statistics marks
were compared to those of other compulsory modules. Regression models identified
the comparative contribution of quantitative factors to Statistics and Dissertation
marks. Unstructured and semi-structured interviews were conducted with twelve
participants to understand the students' perspectives while they were studying a level
five Statistics module.
A synthesis of quantitative and qualitative findings revealed. mathematical
experiences to be the only factor to influence achievement in Statistics. Students
perceived Statistics as a branch of Mathematics and expressed insufficient
confidence to engage with statistical activities, which in tum led to poor examination
results, particularly at level five. Interview responses revealed the examinations to
be inadequate indicators of statistical literacy. Recommendations were made to
develop statistical thinking in response to Sports Science problems. This approach
would enable students to have space for necessary reflection and to appreciate better
the vital role of Statistics in all areas of Sports Science. Assessment through project
work was commended as beneficial, both as a vehicle for learning and to promote
motivation for deeper engagement with Statistics.
The reluctance of Sports Science students to engage with Statistics l has been widely
documented in the higher education sector. This research project employed a mixed
methodology to explore the complex interaction between motivation, learning and
student achievement to inform the development of statistical pedagogies through
evidence based practice.
Data for 336 students were collated from student records. Descriptive statistics
explored the impact of gender, degree programme, previous Mathematics
qualification and UCAS tariff points on marks in Statistics examinations. Inferential
statistical tests (ANOYA, ANCOYA and t-tests) evaluated the mean differences
within each factor and the interactions between them. Additionally, Statistics marks
were compared to those of other compulsory modules. Regression models identified
the comparative contribution of quantitative factors to Statistics and Dissertation
marks. Unstructured and semi-structured interviews were conducted with twelve
participants to understand the students' perspectives while they were studying a level
five Statistics module.
A synthesis of quantitative and qualitative findings revealed. mathematical
experiences to be the only factor to influence achievement in Statistics. Students
perceived Statistics as a branch of Mathematics and expressed insufficient
confidence to engage with statistical activities, which in tum led to poor examination
results, particularly at level five. Interview responses revealed the examinations to
be inadequate indicators of statistical literacy. Recommendations were made to
develop statistical thinking in response to Sports Science problems. This approach
would enable students to have space for necessary reflection and to appreciate better
the vital role of Statistics in all areas of Sports Science. Assessment through project
work was commended as beneficial, both as a vehicle for learning and to promote
motivation for deeper engagement with Statistics.
The ambiguous identity of Statistics was exposed as the cause of interview
participants' anxiety about Statistics. Further research was advocated to establish the
characteristics that set Statistics apart from Mathematics and to develop innovative
approaches to assessment. Professional development to improve the Sports
Science/Statistics interface and challenge the boundaries of modular degree
structures was a critical recommendation for future development.
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