Date of Award

Fall 11-21-2025

Document Type

Dissertation

Degree Name

Ph.D. in Quantitative Research Methods

Organizational Unit

Morgridge College of Education, Research Methods and Information Science, Research Methods and Statistics

First Advisor

Duan Zhang

Second Advisor

Kaipeng Wang

Third Advisor

Shimelis Assefa

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Course modality, Higher education, Mixed methods research, Social Cognitive Theory, Statistics education, Undergraduate learning

Abstract

The importance of statistical literacy has become increasingly evident, as individuals grapple with interpreting statistics to inform critical decisions. Despite the recognized significance of statistical literacy, challenges persist in both educators’ and students’ efforts to navigate the complexities of statistics education. The purpose of this study is to explore the impact of different course modalities on undergraduate students’ academic performance in introductory statistics courses. Using Social Cognitive Theory (SCT) as a theoretical framework, this research aims to shed light on the complex dynamics influencing statistical literacy attainment. By addressing gaps and inconsistencies in the current literature, this study seeks to provide actionable insights for educators to improve teaching approaches and enhance student engagement in introductory statistics courses. The findings hold implications for instructional practices and the promotion of statistical literacy, which are essential for navigating our datacentric society.

Copyright Date

11-2025

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Becky Kelleman

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

181 pgs

File Size

1.5 MB

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