Study of Student's Attitudes Toward Biostatistics and Using Technology in Bushehr University of Medical Sciences

Many statisticians encounter with a problem in conveying concepts to students. Hence, this cross-sectional descriptive study reviewed student's attitudes toward biostatistics and using technology at Bushehr University of Medical Sciences. Information was obtained through standard and reliable questionnaire of a paper whose content validity and reliability was determined through factor analysis and intra-group correlation coefficient. After collecting and completing, questionnaires were coded and analyzed with SPSS statistical software version 20. Tests analysis was accomplished by statistical analysis consisted of descriptive parameters, Pearson correlation and t-test. The results showed that there were significant differences between the positive and negative attitudes subscale about student's knowledge and skills in application of cognitive statistics (p=0.022) and total scale of attitudes toward statistics in mentioned education sectors (p=0.041), and also between the subscales of positive and negative attitudes toward usefulness of statistics in personal and professional life among professional doctorate and master's degree students (p=0.007). Furthermore, there was a significant relation between the positive and negative attitudes subscales about student's knowledge and skills toward use of cognitive technology with Subscales of attitudes toward learning statistics and use of technology (p= 0.001, r=0.621). The highest correlation was observed between positive and negative emotional impact subscale toward statistics with attitude subscale toward learning statistics by using technology while the lowest assosiation was between positive and negative attitudes subscale related to student's knowledge and skills toward use of cognitive technology with attitude subscale toward learning statistics by technology. There was a statistically significant difference between the mean score of attitude value of students at various educationl levels. Therefore, it is recommended that Curriculum planners at universities and higher education centers apply strategies such as enlisting the statistics teachers in planning and arrangement of university courses, thereby, their experiences will be usefullin proper planning courses in statistics and applying these lessons for students.