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• W2186911960 abstract "Evidence-based decision making has become one of the most valuable tools for any profession with the ease of accessing vast amounts of data due to developments in computing and data storage facilities. This is especially important for future generations in management positions. Undoubtedly statistics play an important role in enabling managers to base their decisions on valid available evidence, but if students do not acquire the skills to understand and evaluate them during courses in statistics, their ability to utilise this evidence may be limited. In this study we investigated the learning approaches of students in statistics who are studying towards a management science or management engineering degree in six Turkish universities using Turkish Approaches and Study Skills Inventory for Students (TASSIST) which is translated from English to Turkish. This paper presents an exploratory factor analysis for the validation of Turkish ASSIST. BACKGROUND Evidence-based decision making is part of many managers’ daily life, therefore many universities across the globe require their students to study at least one statistics unit during their Bachelor degrees in Management or related areas. Turkish universities are no exception to this trend. Studying statistics is not sufficient to enable future managers to make evidence-based decisions, as they need to understand and relate their learning in statistics to their other subject areas. Marton & Saljo’s (1976) demonstration that students tended to either focus on general meaning or specific words and phrases when attempting to learn a prose gave rise to the concept of learning approaches. The learning approaches framework now generally identifies three main approaches to learning: surface approach, strategic approach and deep approach. The use of surface approaches within statistical study is detrimental to both the student and the field, as only deep approaches award the student with sufficient knowledge to progress and be capable of future statistical enquiry and evidence-based decision making. Although there are many studies exploring the learning approaches utilised by students in general (Zhang, 2000; Scouller, 1998; Salim 2006; Jakobi & Rusconi, 2009; Sumuncuoglu & Yildirim, 1999), there are very few concerning approaches to learning in statistics, and to the knowledge of the authors there have been none carried out in Turkish students. This study is the Turkish arm of a larger multinational learning approaches in statistics study (Chiesi, Primi, Bilgin, Lopez, Fabrizio, & Gozlu, 2013, Gozlu, Bilgin & Gungor, 2013). The aim of the larger study is to identify and understand students’ learning approaches in statistics, when they are studying towards a degree other than statistics, across countries and across continents. This information can be used to adjust and tailor our teaching to enable better learning experiences for the students. We chose the Approaches and Study Skills Inventory for Students (ASSIST) (Entwistle, 1997) as the survey tool for the identification of the learning approaches used by students. Although ASSIST has been validated in a population of students in the United Kingdom by Entwistle, Tait & McCune (2000), for Norwegian populations by Diseth (2001) and in Egyptian population of students by Gadelrab (2011), this is the first time it has been translated into Turkish and validated for Turkish higher education." @default.
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• W2186911960 title "TURKISH ASSIST: MEASURING UNIVERSITY STUDENTS' APPROACHES TO LEARNING STATISTICS" @default.
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