Error analysis in solving inferential statistics problems for psychology students

Inferential Statistic is a topic in Advanced Statistics lectures which aims to perform various statistical techniques. For psychology students, understanding statistics is not easy, marked by none students who answer correctly all the questions. This research was a descriptive qualitative research w...

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Bibliographic Details
Published inJournal of physics. Conference series Vol. 1180; no. 1; pp. 12006 - 12014
Main Author Sulistyani, N
Format Journal Article
LanguageEnglish
Published Bristol IOP Publishing 01.02.2019
Subjects
Error analysis
Hypotheses
Hypothesis testing
Inferential Satistics
Mathematical analysis
Newman's Error Analysis
Psychology
Psychology Students
Qualitative research
Questions
Solving Problems
Statistical analysis
Statistical tests
Statistics
Students
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Summary:Inferential Statistic is a topic in Advanced Statistics lectures which aims to perform various statistical techniques. For psychology students, understanding statistics is not easy, marked by none students who answer correctly all the questions. This research was a descriptive qualitative research with the subject 40 psychology students who took Advanced Statistics in C class. This study aimed to describe forms of errors made by students in solving inferential statistics problems based on Newman analysis stages. The results showed that there were 4 stages of student errors in inferential statistics. 1) Errors in comprehension occurred because students could not read statistics tables or read outputs in the questions. 2) Transformation errors occurred because students were not appropriate in applying/selecting the type of test statistics used or writing hypotheses. 3) Process skill errors occurred because students were less careful in calculating and inability to interpret and interpret the results of calculations. 4) Errors in the encoding stage occurred because students did not answer correctly or inappropriately in drawing conclusions in hypothesis testing. The most common mistakes were errors in process skills especially students couldn't interpret results. This error supported the results of previous studies which concluded that interpreting quantities in statistics was a common problem when students learn statistics.
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ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/1180/1/012006