Identification Number
CB is just a fad that will soon be forgotten
Instructors should integrate statistics with other subjects
Statistics in any form is mathematics
Statistical literacy is necessary for decision-making
Statistics by nature is difficult
CB makes students better prepared for work
It is unreasonable to expect statistical thinking from an introductory course
CB approach is straightforward
Focusing on statistical literacy is a major shift from my training
Emphasizing concepts and applications can be time consuming
I will adjust easily to the CB approach
Preparation for CB approach is burdensome
Integrating computers into statistics is not difficult
Using active learning strategies can make class-room management difficult
CB makes students better prepared for further studies
CB is a disservice to our students
CB is for low achievers
CB enables students to understand research
CB approach is not theoretically sound
CB approach may be problematic
Benefits of CB approach are clear to me
I do not understand how to organize my course to achieve literacy
I am enaged in the CB approach
I will need training on how to integrate computers into my course
I am convinced that the CB approach enhances learning
May not use CB because of limited Dept. resources
It is important for me to network with CB instructors
I hesitatnt to use computers without a teaching assistant
I am concerned that CB may result in poor evaluation of me by students
It is up to me whether or not I use the CB approach
CB approch may result in students asking questions which I cannot answer
I am not confident in my abilty us use the CB approach
Using the CB approach is likely to be a positive experience for me
I am not comfortable using computers to teach statistics
Using the CB approach may be stressful for me
Using the CB approach makes learning fun
I am anxious about using active learning strategies
I am interested in using the CB approach
I want to learn more about the CB approach
Using the CB appraoch is not a priority for me
I plan on teaching according to the CB approach
I will avoid using computers in my course
I will incorportate active learning strategies into my course
I will emphasize calculations and formulae in my course
Statistics is mathematics and that is how I intend to teach it
I emphasize rules and formulas as a basis for subsequent learning
I integrate statistics with other subjects
Students use a computer program to explore and analyze data
I assign homework primarily from the textbook
Critiquing of research articles is a core learning activity
The mathematical underpinning of each statistical test is emphasized
I use real-life data for class demonstrations and assignments
I require that students adhere to procedures in the testbook
Assessment includes written reports of data analysis
I assign drill and practice exercises (mathematical) for each topic
Gender of respondents
Ethnicity of respondents
Highest earned academic degree
Academic specialization/concentration
Age group of respondents
Duration of teaching at college/university level
Teaching area
Employment status
Member of professional organization (teaching of statistics)
Pract47 recoded
pract48 recode
pract50 recode
pract52 recode
pract54 recode
REGR factor score 1 for analysis 1
REGR factor score 2 for analysis 1
REGR factor score 3 for analysis 1
REGR factor score 4 for analysis 1
REGR factor score 1 for analysis 2
REGR factor score 2 for analysis 2
REGR factor score 3 for analysis 2
REGR factor score 1 for analysis 3
REGR factor score 2 for analysis 3
REGR factor score 3 for analysis 3
REGR factor score 1 for analysis 4
REGR factor score 2 for analysis 4
REGR factor score 3 for analysis 4
REGR factor score 1 for analysis 5
REGR factor score 2 for analysis 5
REGR factor score 3 for analysis 5
REGR factor score 4 for analysis 5
REGR factor score 1 for analysis 6
REGR factor score 2 for analysis 6
REGR factor score 3 for analysis 6
REGR factor score 4 for analysis 6
REGR factor score 5 for analysis 6