Abstract

The aim of this paper was to determine the similarities and differences in relation to students expected and perceived attitudes toward learning statistics with technology. Paired samples t-tests were used. Then a Principal components analysis with Varimax Rotation produces the dimension of differentiation. The instrument, which measured 154 Greek students’ expected and perceived attitudes towards statistics, was Students Attitudes toward Statistics and Technology Scale (SASTSc). Results from this study indicated that students have more positive attitudes about learning statistics with technology than negative attitudes in the beginning of the semester. Interestingly, the findings showed that students’ exposure to technology statistics did change students’ perceptions towards the discipline of statistics. In particular, students’ positive feelings to statistics after their first contact with the discipline are statistically significantly stronger.