Secondary students’ attitudes towards learning mathematics with computer algebra systems (CAS) : A Structural Equation Model

This chapter reports the responses of 1088 students in Victoria, Australia. The Mathematics and Technology Attitudes Scale (MTAS) for secondary students was used to monitor five variables relevant to learning mathematics with technology: attitudes to learning mathematics with CAS, mathematics confidence, confidence with technology, and behavioural and affective engagement in mathematics learning. Principal Components Analysis, ANOVA with post hoc comparisons, and Structural Equation Modelling (SEM) techniques were used for the analysis of students’ responses. The findings revealed that there is a complex nexus of relationships between secondary mathematics students’ mathematics confidence, technology confidence, attitude to learning mathematics with CAS, affective engagement and behavioural engagement, achievement, CAS experience, gender, year level, and learning setting. Statistically significant differences were found between a number of the variables and overall students demonstrated higher levels of technology confidence compared to their attitudes to learning mathematics with CAS

Overestimation of Relative Risk and Prevalence Ratio: Misuse of Logistic Modeling

The extensive use of logistic regression models in analytical epidemiology as well as in randomized clinical trials, often creates inflated estimates of the relative risk (RR). Particularly, in cases where a binary outcome has a high or moderate incidence in the studied population (>10%), the bias in assessing the relative risk may be very high. Meta-analysis studies have estimated that about 40% of the relative risk estimates in prospective investigations, through binary logistic models, lead to extensive bias of the population parameters. The problem of risk inflation also appears in cross-sectional studies with binary outcomes, where the parameter of interest is the prevalence ratio. As an alternative to the use of logistic regression models in both longitudinal and cross-sectional studies, the modified Poisson regression model is proposed

The Effects of Social Desirability on Students’ Self-Reports in Two Social Contexts: Lectures vs. Lectures and Lab Classes

Attempts to detect socially desirable responding bias have mainly focused on studies that explore sensitive topics. However, researchers concur that the sensitive character of the survey could be affected by the social context within which the research is conducted. Little research has been reported worldwide investigating the potential effects of social desirability on students’ self-reports, considering the social context within which the survey is conducted. In this paper, we investigate the potential effects of social desirability on students’ self-reports in two social contexts within which the survey was conducted. More specifically, with a sample of 111 Greek students, we explored the effects of social desirability on students’ attitudes towards statistics in two cases: when the questionnaire was administered to participating students after attending (a) lectures and (b) both lectures and laboratory classes. Only in the second case were the items’ attitudes toward statistics associated with a score of socially desirable responding; moreover, social desirability accounted for the relationship between attitudes toward statistics and perceived competence in mathematics. Implications and limitations are also discussed

Factors Affecting Response Rates of the Web Survey with Teachers

Although web survey has been a popular method of data collection in the academic community, it presents meagre response rates, which primarily affect the validity of the results as well as the reliability of the outcomes. Surveys worldwide that study the response rate only of teachers have not been found in the relevant literature. In this survey, with a sample of 263 Greek teachers, we investigate possible factors that explain teachers’ intention to participate in web surveys that are conducted by online questionnaires indicating, therefore, the factors that probably influence the response rate of web surveys. Our findings support those factors such as (a) authority, (b) incentives, (c) survey structure/form, (d) ethical issues, (e) reminders and pre-notifications, and (f) survey time received, which seem to explain the teachers’ intention to participate in web surveys with questionnaires. Based on the findings, methodology implications and limitations for researchers are discussed

Factors Affecting Response Rates of the Web Survey with Teachers

Although web survey has been a popular method of data collection in the academic community, it presents meagre response rates, which primarily affect the validity of the results as well as the reliability of the outcomes. Surveys worldwide that study the response rate only of teachers have not been found in the relevant literature. In this survey, with a sample of 263 Greek teachers, we investigate possible factors that explain teachers’ intention to participate in web surveys that are conducted by online questionnaires indicating, therefore, the factors that probably influence the response rate of web surveys. Our findings support those factors such as (a) authority, (b) incentives, (c) survey structure/form, (d) ethical issues, (e) reminders and pre-notifications, and (f) survey time received, which seem to explain the teachers’ intention to participate in web surveys with questionnaires. Based on the findings, methodology implications and limitations for researchers are discussed