Application of SPSS software in learning multivariate statistical methods courses for mathematics education students

Abstract

This study investigates the implementation of the Statistical Package for the Social Sciences (SPSS) in teaching a Multivariate Statistics course and elucidates students’ learning outcomes following participation in SPSS-assisted instruction. A quantitative descriptive approach was employed, focusing on students’ conceptual comprehension, proficiency in operating SPSS, and capacity to interpret multivariate statistical outputs. The participants were undergraduate Mathematics Education students selected through purposive sampling, comprising 28 students from a single class. Data were collected utilizing learning outcome tests, performance assessment rubrics, and student response questionnaires, and were analyzed employing descriptive statistics, encompassing mean scores, standard deviations, and percentage distributions. The findings indicate that students’ learning outcomes are generally categorized as favorable (mean = 78.46), with a relatively homogeneous score distribution (SD = 6.87). In terms of skills, students exhibited stronger abilities in data input and processing (80.12) and selecting appropriate analysis techniques (77.85), while their capacity to interpret statistical outputs was relatively lower (75.63). Student responses toward SPSS-assisted learning were also positive, with 88% indicating its relevance to academic needs, 85% asserting that it supports conceptual understanding, 82% perceiving it as user-friendly, and 80% reporting enhanced learning interest. Overall, the findings demonstrate that students exhibit favorable learning outcomes, practical skills in utilizing SPSS, and positive perceptions toward its use in learning. However, since this study employed a descriptive design devoid of a comparison group, the results should be interpreted cautiously and cannot be utilized to infer causal relationships.