Statistical Software Output in the Classroom: A Comparison of R and SPSS
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| Title: | Statistical Software Output in the Classroom: A Comparison of R and SPSS |
|---|---|
| Language: | English |
| Authors: | Rode, Jacob B., Ringel, Megan M. |
| Source: | Teaching of Psychology. Oct 2019 46(4):319-327. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research Translations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Statistical Analysis, Computer Software, Computer Uses in Education, Introductory Courses, Statistics, Undergraduate Students, Mathematics Anxiety |
| DOI: | 10.1177/0098628319872605 |
| ISSN: | 0098-6283 |
| Abstract: | The current study examines whether R or SPSS output induces greater initial anxiety in students and whether anxiety toward one or both changes after being taught one type of software output throughout the course. The authors each taught an introductory statistics course, with the first course (n = 43) teaching R output exclusively and the second course (n = 39) teaching SPSS output exclusively. Students in both courses were given surveys assessing their anxiety and confidence toward R and SPSS output on the first and last days of class. Students initially reported greater anxiety and lower confidence when viewing R compared to SPSS output. However, the initial difference between R- and SPSS-related anxiety and confidence level disappeared when students were taught R and decreased substantially when students were taught SPSS. The results suggest that although R output may seem more intimidating initially, students adapt to it as well as they do to SPSS. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1228488 |
| Database: | ERIC |
| Abstract: | The current study examines whether R or SPSS output induces greater initial anxiety in students and whether anxiety toward one or both changes after being taught one type of software output throughout the course. The authors each taught an introductory statistics course, with the first course (n = 43) teaching R output exclusively and the second course (n = 39) teaching SPSS output exclusively. Students in both courses were given surveys assessing their anxiety and confidence toward R and SPSS output on the first and last days of class. Students initially reported greater anxiety and lower confidence when viewing R compared to SPSS output. However, the initial difference between R- and SPSS-related anxiety and confidence level disappeared when students were taught R and decreased substantially when students were taught SPSS. The results suggest that although R output may seem more intimidating initially, students adapt to it as well as they do to SPSS. |
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| ISSN: | 0098-6283 |
| DOI: | 10.1177/0098628319872605 |
