- 期刊
- OpenAccess
Applied English MA Students' Statistics Proficiency & Perceptions of Statistics Learning
應用英語碩士生統計學能力與學習認知探討
摘要
了解統計基本觀念與應用以及熟悉統計軟體運用能力是台灣應用英語碩士班學生基本要求之一。然而因為大多學生並無統計學基礎，導致雖然研究生體認到統計學的重要性，但對統計學依然有恐懼感。本研究主要探討應用英語碩士生統計概念理解度與統計概念重要性相關性。本研究另外也探討統計軟體以及統計課程授課與教材使用語言在學習統計過程扮演之角色。52位應用英語碩士班學生於基礎統計學課程結束後填寫完成一份李克特式六點量表問卷，包含統計概念理解度，統計概念重要性，統計方法理解度，統計方法重要性，統計學習想法等五個部分。藉由相關分析與相依樣本t檢定等統計分析方法，研究結果包含：一、受試者統計概念理解度與重要性有統計上顯著相關（r=.41,p＜.01），統計方法理解度與重要性也同樣有顯著相關（r=.45,p＜.01）；二、受試者統計概念理解度與重要性有統計上顯著差異（p＜.003），統計方法理解度與重要性也同樣有顯著差異（p＜.006）；三、熟悉SPSS有助於了解統計之想法與統計方法理解度（r=.34,p＜.05）以及統計學有助於了解國際期刊論文之想法（r=.37,p＜.01）有顯著相關；四、統計課程中，使用英語授課或教材有助於了解統計概念與統計概念理解度（r=.56,p＜.01），統計方法理解度（r=.49,p＜.0），與修過統計課程數（r=.38,p＜.01）有顯著相關。本文復針對研究結果之教學上意涵進一步提出論述，對未來可持續之研究方向提出建議，最後並做出結論。
並列摘要
An understanding of statistics and its application in applied linguistics research, and competence in using statistical analysis software, have always been important requirements for graduate students of MA programs in applied linguistics in Taiwan. Learning statistics, however, can be a daunting task for students, despite their awareness of the importance of the subject. This study, therefore, set out to explore the relationships between competence, perceived values, and performance in the application of statistical software, and investigate the underlying factors that influence the learning achievements and attitudes of students. Fifty-two applied English students of both weekday and weekend MA programs of a technological university in Taiwan participated in the study, by responding to a survey questionnaire with six-point Lickert scale items designed by the researcher. After completion of a graduate course in statistics for applied linguistics research offered by the researcher, two classes of graduate students were requested to self-evaluate their understanding of statistical concepts and tests, specify their perceptions of the importance of statistical concepts and tests in graduate research, and indicate their agreement or disagreement with specific statements about statistics learning. The participants' understanding and their perceptions of the importance of designated statistical concepts were shown to have a statistically significant correlation (r = .41 , p ＜ .01). A statistical correlation (r = .45 , p ＜ .01) was also found between understanding and perceived importance of the designated statistical tests. The participants' perceived understanding was statistically different from their perceived importance of statistical concepts (p ＜ .003) and of statistical tests (p ＜ .006). Understanding of statistical tests, moreover, was found to be significantly associated with the belief that familiarity with the use of SPSS facilitates understanding of statistics (r = .34, p ＜ .05), which correlated significantly with the facilitating role of statistics in understanding international journal papers (r = .37, p ＜ .01). The use of English instead of Chinese course materials to facilitate comprehension of statistical concepts was furthermore shown to have a statistical association with statistics competence (r = .56, p ＜ .01), statistical test performance competence (r = .49, p ＜ .01), and the number of statistics courses previously taken (r = .38, p ＜ .01), suggesting that using English learning materials and English as a medium of instruction could facilitate statistics learning for applied English majors, along with the provision of more statistics learning experiences. Implications of the research findings are proposed for the development of statistical literacy, and the effective use of English as a medium instruction in applied English MA programs in Taiwan.