Fuzzy conjoint model in describing Malaysian undergraduates’ perceptions of statistics classroom engagement

In recent years, introductory statistics has become a necessary course for Malaysian undergraduates, especially for those enrolled in non-mathematics/statistics oriented programmes. This is in line with the rapid growth of data science (and big data). However, most undergraduates’ interest to learn statistics declined and resulted in the ineffective acquisition of statistical knowledge and skills. Classroom engagement, being the key to effective learning is also responsible to inculcate in undergraduates the interest to learn statistics. Accordingly, this paper described undergraduates perceptions of statistics classroom engagement. A survey was conducted on 200 students taking an introductory statistics course in a Malaysian public university. The questionnaire comprised 37 attributes pertaining to 4 dimensions of classroom engagement. Undergraduates’ ratings on the attributes were analysed using fuzzy conjoint model. Our findings revealed that undergraduates had highly negative perceptions of their statistics classroom engagement. In particular, they did put effort into classroom learning (behavioural engagement); often got worried when learning new things about statistics (emotional engagement); agreed that they did just enough to get by (cognitive engagement), and never tried to work with their peers who can help in statistics (social engagement). As higher engagement cultivates students’ interest ro learn statistics, negative and neutral perceptions should be eradicated. Several measures to achieve this are discussed.