Teaching Introductory Statistical Classes in Medical Schools Using RStudio and R Statistical Language: Evaluating Technology Acceptance and Change in Attitude Toward Statistics

Figures & data

Fig. 1 TAM scores, male and female.

Table 1 TAM scores.

			ANOVA with
	Descriptive statistics		blocking
TAM dimensions	Mean	SD	p-value*
Attitude (1)	5.39	1.64	< 0.001 3 < (1 = 2)
Utility (2)	5.68	1.53
Facility (3)	4.13	1.51

NOTE: 43 students. SD: standard deviation.

*ANOVA with blocking.

Table 2 RStudio degree of acceptance according to sex.

RStudio	Sex
degree	Male		Female		Total
of acceptance	n	%	n	%	n	%
High	6	35.3	12	46.2	18	41.8
Moderate	11	64.7	11	42.3	22	51.2
Low	0	0.0	3	11.5	3	7.0
Total	17	100.0	26	100.0	43	100.0

NOTE: k-means clustering, 43 students. p = 0.232 (Fisher exact test).

Fig. 2 SATS-28 pre- and post-course.

Fig. 3 SATS, females and males (pre- and post-scores).

Table 3 SATS-28, scores pre- and post-course—all students.

SATS	Descriptive statistics, mean (SD)				Effect size
dimensions	Pre-score	Post-score	Difference	CI 95%^a	Cohen’s d
Affect	3.73	4.30	0.57	0.185, 0.957	0.442
	(1.23)	(1.41)	(1.29)
Cognitive	3.94	4.53	0.59	0.301, 0.889	0.605
competence	(1.18)	(1.33)	(0.98)
Difficulty	2.75	3.11	0.36	0.105, 0.616	0.421
	(0.94)	(0.81)	(0.85)
Value	5.41	5.64	0.23	–0.051, 0.511	0.244
	(0.85)	(0.88)	(0.94)

NOTE: 43 students (17 males, 26 females).

^a 95% confidence interval of the difference in SATS score pre- and post-course.

Table 4 SATS-28, scores pre- and post-course—females (n = 26).

	Descriptive statistics, mean (SD)				Effect size
SATS dimensions	Pre-score	Post-score	Difference	CI 95%^a	Cohen’s d
Affect	3.44	4.08	0.64	0.097,	0.454
	(1.10)	(1.53)	(1.41)	1.178
Cognitive	3.50	4.29	0.64	0.374,	0.727
competence	(1.00)	(1.49)	(1.41)	1.212
Difficulty	2.45	2.88	0.44	0.107,	0.509
	(0.82)	(0.81)	(0.86)	0.766
Value	5.39	5.72	0.32	−0.015,	0.367
	(0.80)	(0.96)	(0.88)	0.664

^a 95% confidence interval of the difference in SATS score pre- and post-course.

Table 5 SATS-28, scores pre and post course—males (n = 17).

SATS	Descriptive statistics, mean (SD)				Effect size
dimensions	Pre-score	Post-score	Difference	CI 95%^a	Cohen’s d
Affect	4.18	4.65	0.47	−0.066,	0.417
	(1.32)	(1.16)	(1.13)	1.007
Cognitive	4.62	4.91	0.29	−0.050,	0.406
competence	(1.12)	(0.97)	(0.72)	0.633
Difficulty	3.22	3.46	0.24	−0.166,	0.282
	(0.94)	(0.69)	(0.86)	0.654
Value	5.43	5.52	0.08	−0.405,	0.082
	(0.94)	(0.77)	(1.03)	0.575

^a 95% confidence interval of the difference in SATS score pre- and post-course.

Table 6 SATS change, according to RStudio degree of acceptance.

	RStudio degree of acceptance
	Moderate (n = 22)				High (n = 18)
SATS	Pre	Post	Diff.*	p-value**	Pre	Post	Diff.*	p-value**
Affect	3.95	4.17	0.22	0.42	3.68	4.92	1.24	¡0.0001
Cognitive competence	4.09	4.38	0.29	0.046	4.00	5.16	1.16	0.0003
Difficulty	3.00	3.16	0.16	0.36	2.53	3.21	0.68	0.006
Value	5.30	5.41	0.11	0.61	5.64	6.22	0.58	0.001

*Diff: difference in scores: post–pre-scores.

**Paired t-test (pre- × post-SATS scores in each cluster).

Table 7 Final grades, according to RStudio degree of acceptance.

Degree of acceptance (n)	Mean of final grades (SD)	95% CI of the mean
High (18)	87.4 (5.53)	84.89, 89.99
Moderate (22)	82.1 (4.27)	80.33, 83.90

NOTE: n = number of participants in each group. SD = standard deviation.