Abstract:
A majority of students at institutions of higher learning have shown an aversion for statistics. These negative attitudes towards the course have proven to be the primary impediment on their performance. Self-efficacy, self-concept, anxiety and low self-perception are among the factors affecting students’ achievement in statistics. The aim of this study was to determine students’ perceptions and attitudes towards statistics. Data was collected through SATS-36 and MPSP questionnaires from students who availed themselves for lectures of first year statistics and statistics related courses; a final convenient sample of 435 waachieved. Exploratory factor analysis was used to determine the underlying factor structure of constructs. Factors affecting students’ perceptions and attitudes on statistics were determined. The study found that students’ perceived academic and professional relevance of statistics relates to their statistics proficiency. The study further revealed that students with low statistics self-perception develop negative attitudes towards the course. Interest, mathematics and statistics self-efficacy, enjoyment, worth, relevance and effort are precursors of statistics course achievement. Revision of statements that solicit the same response is suggested by the study. The study recommends addition of more statements to the questionnaire. Other multivariate methods such as discriminant analysis, MANOVA, etc., may be used in follow-up studies to validate the findings of this study.
