Individual differences in academic performance of students in a a statistical reasoning course

Abstract

With the goal of improving statistical literacy and developing specific skills that foster understanding of diverse situations and decision-making in today's world, several researchers have identified the need to transform traditional educational practices and incorporate personalized approaches in the classroom. This study evaluates the impact of cognitive style in the field-dependence-independence dimension and the level of self-regulated learning on the academic performance of 146 high school students, divided into one control and two experimental groups. Academic performance was assessed within a course designed to develop statistical reasoning. The results show differences in performance means between the control and experimental groups; however, these differences are not statistically significant. A positive correlation was also identified between the level of self-regulated learning and academic performance. Finally, the findings suggest that the course design avoided the gaps usually reported in research based on individual differences.

Keywords:
Scaffolds; Cognitive Style; Dimension of Field Dependence-Independence; Learning Self-regulation; Learning Environments