<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Solving problems related to econometrics requires a good knowledge of regression analysis concepts. The objective of this study is to evaluate students’ difficulties resulting from the lack of knowledge of regression analysis concepts among economics students enrolled in the Master’s cycle at the institute of economics at the university center of Tipaza (Algeria). In order to analyze students’ answers, a typical correction was prepared based on professors’ answers to this questionnaire. The procedure consists of comparing students’ key answers with their corresponding typical answers to see how near or far it is from the right answer. In order to see whether the difficulties are originated from the same students, we analyzed the association between answers based on Multiple Correspondence Analysis (MCA) method. The principal results showed that difficulties resulting from the lack of knowledge of regression analysis concepts were prevalent among students. Their main causes were strongly related to misunderstanding, misconceptions and confusions. MCA analysis indicated that students can be categorized according to their answers into four groups: a very weak group, a weak group, an average group and a good group. We concluded that the difficulty of solving problems in the context of linear regression among students is the result of a lack of knowledge of regression concepts coupled with the inability to explain them.</p>
</abstract>

Solving problems related to econometrics requires a good knowledge of regression analysis concepts. The objective of this study is to evaluate students’ difficulties resulting from the lack of knowledge of regression analysis concepts among economics students enrolled in the Master’s cycle at the institute of economics at the university center of Tipaza (Algeria). In order to analyze students’ answers, a typical correction was prepared based on professors’ answers to this questionnaire. The procedure consists of comparing students’ key answers with their corresponding typical answers to see how near or far it is from the right answer. In order to see whether the difficulties are originated from the same students, we analyzed the association between answers based on Multiple Correspondence Analysis (MCA) method. The principal results showed that difficulties resulting from the lack of knowledge of regression analysis concepts were prevalent among students. Their main causes were strongly related to misunderstanding, misconceptions and confusions. MCA analysis indicated that students can be categorized according to their answers into four groups: a very weak group, a weak group, an average group and a good group. We concluded that the difficulty of solving problems in the context of linear regression among students is the result of a lack of knowledge of regression concepts coupled with the inability to explain them.

Conceptual understanding of linear regression among economics students at the university center of Tipaza, Algeria

Croatian Review of Economic, Business and Social Statistics

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Solving problems related to econometrics requires a good knowledge of regression analysis concepts. The objective of this study is to evaluate students’...

Conceptual understanding of linear regression among economics students at the university center of Tipaza, Algeria

Online veröffentlicht: 30. Dez. 2022

Seitenbereich: 66 - 83

Eingereicht: 29. Nov. 2022

Akzeptiert: 05. Dez. 2022

DOI: https://doi.org/10.2478/crebss-2022-0011

Schlüsselwörter
conceptual understanding, econometrics, economics, linear regression

© 2022 Djouahra Idris, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Conceptual understanding of linear regression among economics students at the university center of Tipaza, Algeria

Online veröffentlicht: 30. Dez. 2022

Seitenbereich: 66 - 83

Eingereicht: 29. Nov. 2022

Akzeptiert: 05. Dez. 2022

DOI: https://doi.org/10.2478/crebss-2022-0011

Schlüsselwörterconceptual understanding, econometrics, economics, linear regression

© 2022 Djouahra Idris, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
conceptual understanding, econometrics, economics, linear regression