Conceptions and Attitudes Held by Pre-service English as a Foreign Language Teachers
This article reports on a study on how pre-service English as a Foreign Language (EFL) teachers approach to learning statistics and what distinct features each approach has. Data were collected from 15 participants by using open-ended questionnaire and deep interviews. The results of the analysis revealed that students who adopted surface approach in learning statistics tended to view statistics as a collection of numbers and formula and were not aware about the utility of statistics, while those who adopted deep approach were more likely to consider statistics as a useful tool and referred statistics as beyond the data and formulas. Despite attitudes toward statistics were not empirically related to deep approach, better performance on statistics exams was identified among the students adopting deep approach to learning. Students’ responses also exhibited that learning environment was one major factor that encourages them in learning statistics.
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