The I-SOMAS instrument has 11 constructs with 60 items total. The constructs, their definitions, and the number of items in each construct are in the table below. For each item, the possible responses are a 7-point Likert scale with
1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree, 6 = Agree, 7 = Strongly Agree
| Construct Name | Definition | Number of Items |
|---|---|---|
| Expectancy | Instructor perception of their ability to teach statistics | 5 |
| Perception of Difficulty | How difficult the instructor perceives teaching statistics to be | 6 |
| Statistics Self-Concept | An instructor’s concept of who they are in the domain of teaching statistics | 6 |
| Statistics Goal Orientation | What drives an instructor to teach statistics | 6 |
| General Teaching Goal Orientation | What drives an instructor to teach, in general | 5 |
| Attainment Value | How important success in teaching statistics is to the instructor’s sense of self | 7 |
| Cost - Statistics | Internal barriers to teaching statistics | 7 |
| Cost - General Teaching | Internal barriers to teaching in general | 6 |
| Interest/Enjoyment Value | Whether the instructor values teaching statistics because it is interesting, enjoyable, or fun | 6 |
| Utility Value - Student | How much the instructor values teaching statistics for achieving their students’ goals | 4 |
| Utility Value - Instructor | How much the instructor values teaching statistics for achieving their own goalsis, | 2 |
| VarName | Item |
|---|---|
| is_expectancy_1 | I can teach statistics well. |
| is_expectancy_2 | I am confident in my ability to help students learn statistics. |
| is_expectancy_3 | I can teach students how to explain statistical results. |
| is_expectancy_4 | I struggle when teaching others statistical concepts. |
| is_expectancy_5 | I can teach my students how to critique a statistical result. |
How difficult the instructor perceives teaching statistics to be
Scores closer to 7 indicate that the instructor perceives teaching statistics to be difficult.
Scores closer to 1 indicate that the instructor perceives teaching statistics to be easy.
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_difficulty_1 | It is challenging to teach statistics. |
| is_difficulty_2 | Getting students to develop statistical thinking is difficult. |
| is_difficulty_3 | Teaching statistics well takes a lot of hard work. |
| is_difficulty_4 | Teaching statistics is hard for a new instructor. |
| is_difficulty_5 | Teaching statistics well is easy for any instructor. |
| is_difficulty_6 | Teaching statistics is easier than teaching other courses. |
An instructor’s concept of who they are in the domain of teaching statistics
Scores closer to 7 indicate that the instructor perceives a strong statistics ability.
Scores closer to 1 indicate that the instructor perceives a weak statistics ability.
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_statsc_1 | I am good at clearly explaining difficult statistics concepts. |
| is_statsc_2 | When I teach statistics, I create an environment where students are encouraged to ask questions. |
| is_statsc_3 | If I cannot explain a statistics concept well, I find different ways and try again. |
| is_statsc_4 | I devise multiple ways to elicit student performance/engagement. |
| is_statsc_5 | I am able to modify my statistics teaching when the need arises. |
| is_statsc_6 | Teaching comes naturally to me. |
What drives an instructor to teach statistics
Scores closer to 7 indicate stronger reasons XX to be written later.
Scores closer to 1 indicate wearker reasons XX to be written later.
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_goals_1 | Being a good statistics teacher helps me achieve my career goals. |
| is_goals_2 | I am only teaching statistics because it is part of my job. |
| is_goals_3 | I want to win an award for teaching statistics. |
| is_goals_4 | Teaching statistics is very satisfying to me. |
| is_goals_5 | Positive feedback about my teaching is important to me. |
| is_goals_6 | I am primarily teaching statistics to please my boss/chair/dean. |
What drives an instructor to teach, in general
Scores closer to 7 indicate stronger reasons XX to be written later.
Scores closer to 1 indicate wearker reasons XX to be written later.
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_goalsgenteach_1 | I became a teacher because it is fulfilling. |
| is_goalsgenteach_2 | It is important to me to be a good teacher. |
| is_goalsgenteach_3 | Teaching is satisfying. |
| is_goalsgenteach_4 | I feel successful when my students succeed. |
| is_goalsgenteach_5 | I want to teach well so that my students do well. |
How important success in teaching statistics is to the instructor’s sense of self
Scores closer to 7 indicate that teaching statistics is important to the instructor.
Scores closer to 1 indicate that teaching statistics isn’t important to the instructor.
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_attain_1 | Being a good statistics teacher is important to my sense of self. |
| is_attain_2 | I would feel respected if my colleagues came to me for advice about teaching statistics. |
| is_attain_3 | Positive feedback about my teaching from students is important to me. |
| is_attain_4 | Positive feedback about my teaching from my colleagues is important to me. |
| is_attain_5 | Statistics teaching is a crucial part of my identity. |
| is_attain_6 | Teaching statistics is a part of who I am. |
| is_attain_7 | Being an exceptional statistics teacher is my aspiration. |
Internal barriers to teaching statistics
Scores closer to 7 indicate that the instructor perceives that teaching statistics is worth the cost or has benefits.
Scores closer to 1 indicate that the instructor perceives that teaching statistics is not worth the costs or benefits.
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_cost_1 | I get anxious when I think about teaching statistics. |
| is_cost_2 | Finding real-world examples/data is too time consuming. |
| is_cost_3 | I prioritize other work tasks over teaching statistics. |
| is_cost_4 | Teaching statistics is rewarding. |
| is_cost_5 | I feel insecure when teaching statistics. |
| is_cost_6 | Teaching statistics well takes too much time away from personal priorities. |
| is_cost_7 | I would rather teach statistics than other courses. |
Internal barriers to teaching in general
Scores closer to 7 indicate that the instructor perceives that teaching is worth the cost or has benefits.
Scores closer to 1 indicate that the instructor perceives that teaching is not worth the costs or benefits.
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_costgenteach_1 | Teaching can be emotionally draining for me. |
| is_costgenteach_2 | Being a good teacher requires sacrificing other parts of my job. |
| is_costgenteach_3 | Teaching well is too time consuming. |
| is_costgenteach_4 | Teaching well is exhausting. |
| is_costgenteach_5 | It takes too much effort to teach well. |
| is_costgenteach_6 | My personal life suffers from my job as a teacher. |
Whether the instructor values teaching statistics because it is interesting, enjoyable, or fun
Scores closer to 7 indicate that the instructor perceives teaching statistics is interesting and enjoyable.
Scores closer to 1 indicate that the instructor does not perceive teaching statistics is interesting and enjoyable. .
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_intenj_1 | Teaching statistics is boring. |
| is_intenj_2 | Teaching statistics brings me great joy. |
| is_intenj_3 | I have minimal interest in teaching statistics. |
| is_intenj_4 | I would much rather teach a class other than statistics. |
| is_intenj_5 | Teaching statistics is exciting for me. |
| is_intenj_6 | I dread teaching statistics. |
How much the instructor values teaching statistics for achieving their students’ goals
Scores closer to 7 indicate that the instructor perceives statistics useful for serving and achieving their goals.
Scores closer to 1 indicate that the instructor does not perceive statistics useful for serving and achieving their goals. .
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_utilitystud_1 | I teach statistics to help my students better understand the world. |
| is_utilitystud_2 | Teaching statistics helps students make informed decisions. |
| is_utilitystud_3 | Teaching statistics helps create critical thinkers in the world. |
| is_utilitystud_4 | I teach statistics to prepare students for successful careers. |
How much the instructor values teaching statistics for achieving their own goalsis,
Scores closer to 7 indicate that the instructor perceives statistics useful for serving and achieving their goals.
Scores closer to 1 indicate that the instructor does not perceive statistics useful for serving and achieving their goals. .
Possible responses 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Disagree, 4 = Neither Agree Nor Disagree, 5 = Somewhat Agree 6 = Agree 7 = Strongly Agree
| VarName | Item |
|---|---|
| is_utilityinstr_1 | Teaching statistics is my way of contributing to the world. |
| is_utilityinstr_2 | The only reason I teach statistics is to make a living. |
| Characteristic | Question or Description |
|---|---|
| gender | What gender do you identify with? |
| race_1 | What is your race, ethnicity, or origin? |
| teaching_language | What is your level of fluency for the language in which you typically teach? |
| teach_level | At what level do you teach? |
| rank | Recognizing that titles vary greatly across institution, which of the following best describes your academic rank? |
| teaching_research | Which of the following best describes your job responsibilities? |
| full_time | Is your current position full-time or part-time? |
| tenure | Are you, or have you ever been, tenured? |
| dept_1 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Statistics |
| dept_2 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Biostatistics |
| dept_3 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Mathematics |
| dept_4 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Computer Science |
| dept_5 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Data Science |
| dept_6 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Psychology |
| dept_7 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Education |
| dept_8 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Business/Economics/Finance |
| dept_9 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Health/Life Sciences (including pre-med, pre-vet, etc.) |
| dept_10 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Engineering |
| dept_11 | Identify the discipline names that best describe the department in which you have your primary appointment. (For example if you are in the “Department of Mathematics and Statistics”, choose “Mathematics” and “Statistics”.) - Other |
| degree | What is the highest degree you have earned? |
| field_study_1 | Pick the field of study that best describes your highest degree. - Category |
| field_study_2 | Pick the field of study that best describes your highest degree. - Field of Study |
| years_stat_teach | Prior to this semester/term, for how long have you been teaching statistics at the undergraduate or equivalent level? |
| ta | How many times have you been a teaching assistant for a statistics class? |
| years_teach | Prior to this semester/term, for how long have you been teaching (any subject) at the undergraduate or equivalent level? |
| stat_beyond | How many statistics courses beyond the Introduction to Statistics course have you successfully completed as a student? |
| gaise | Are you familiar with the GAISE (Guidelines for Assessment and Instruction in Statistics Education) recommendations? |
| arti_conf_0 | Over the past five years, in what ways, if any, have you participated in learning about statistics education? |
| leadership_0 | In the past five years, in what ways, if any, have you participated in leadership in the statistics education community? |
| data_analysis | Typically, how often have you analyzed data outside of your coursework in statistics (e.g. in your own research, consulting, etc.) |
| numerical_beliefs | Indicate the method of computing numerical solutions to problems that you believe helps students learn statistics best. |
| stat_info_1 | Where do you get statistical information when you are stuck? |
| VarName | Choices |
|---|---|
| gender | Woman |
| gender | Man |
| gender | Non-binary |
| gender | Prefer not to disclose. |
| gender | Prefer to self-describe: |
| gender_5_text | NA |
| VarName | Choices |
|---|---|
| race_1 | White: German, Irish, English, French, etc. |
| race_2 | Black or African-American: African American, Haitian, Nigerian, etc. |
| race_3 | Hispanic, Latino or Spanish origin: Mexican, Mexican American, Puerto Rican, Cuban, Argentinean, Dominican, Salvadoran, Spaniard, etc. |
| race_4 | Middle Eastern or North African: Lebanese, Egyptian, Turkish, Iranian, etc. |
| race_5 | American Indian or Alaskan Native: Navajo, Mayan, Tlingit, etc. |
| race_6 | Asian: Asian Indian, Chinese, Filipino, Japanese, Korean, Vietnamese, Hmong, Laotian, Thai, Pakistani, Cambodian, etc. |
| race_7 | Native Hawaiian or Pacific Islander: Native Hawaiian, Guamanian, Samoan, Fijian, etc. |
| race_8 | Some other race or origin: Provide race(s) or origin(s) below. |
| race_9 | Prefer not to answer |
| race_8_text | Some other race or origin: Provide race(s) or origin(s) below. - Text |
| VarName | Choices |
|---|---|
| teaching_language | I am a native speaker. |
| teaching_language | I am fluent, but not a native speaker. |
| teaching_language | I am proficient. |
| teaching_language | I am conversant at an intermediate level. |
| teaching_language | I have only basic or little knowledge. |
| teaching_language | I have no knowledge. |
| VarName | Choices |
|---|---|
| teach_level | Post-Secondary Level (College/University) |
| teach_level | Secondary Level (High School) |
| teach_level | Both |
| teach_level | Other |
| VarName | Choices |
|---|---|
| rank | Graduate student |
| rank | Post-doc |
| rank | First rank (e.g., lecturer, assistant professor, etc.) |
| rank | Second rank (e.g., associate professor, etc.) |
| rank | Third rank (e.g., senior lecturer, full professor, etc.) |
| rank | Retired (Answer the following questions reflecting the position from which you retired.) |
| rank | Adjunct |
| rank | Other |
| rank_8_text | NA |
| VarName | Choices |
|---|---|
| teaching_research | Teaching-focused with no research obligations |
| teaching_research | Teaching-focused with some research obligations |
| teaching_research | A roughly equal balance of teaching and research |
| teaching_research | Research focused with some teaching obligations |
| teaching_research | Research focused with no teaching obligations |
| teaching_research | Other |
| teaching_research_6_text | NA |
| VarName | Choices |
|---|---|
| full_time | Full-time |
| full_time | Part-time |
| full_time | Other |
| full_time_3_text | NA |
| VarName | Choices |
|---|---|
| tenure | Tenured (currently or previously) |
| tenure | Tenure track, but not tenured |
| tenure | Not on the tenure track, and I have never been tenured |
| tenure | Tenure is not available at my institution |
| tenure | Other |
| tenure_5_text | NA |
| VarName | Choices |
|---|---|
| degree | High School or equivalent |
| degree | Undergraduate/Bachelors |
| degree | Masters |
| degree | Doctorate |
| degree | Other |
| degree_5_text | NA |
| VarName | Choices |
|---|---|
| field_study_1 | NA |
| field_study_2 | NA |
| field_study_other | NA |
| VarName | Choices |
|---|---|
| years_stat_teach | I have never taught a statistics class. |
| years_stat_teach | Less than 1 year |
| years_stat_teach | 1-2 years |
| years_stat_teach | 3-5 years |
| years_stat_teach | 6-10 years |
| years_stat_teach | 11-20 years |
| years_stat_teach | Over 20 years |
| VarName | Choices |
|---|---|
| ta | Never |
| ta | 1 |
| ta | 2-3 |
| ta | 4-9 |
| ta | 10 or more |
| VarName | Choices |
|---|---|
| stat_beyond | None |
| stat_beyond | 1-2 |
| stat_beyond | 3-4 |
| stat_beyond | 5-10 |
| stat_beyond | 11 or more courses |
| VarName | Choices |
|---|---|
| gaise | Yes, I use them as a guide for curricular decisions. |
| gaise | Yes, I have seen or read them, but do not use them in curricular decisions. |
| gaise | No |
| VarName | Choices |
|---|---|
| arti_conf_0 | I have not participated in learning about statistics education. |
| arti_conf_1 | I read books and/or articles about statistics education. |
| arti_conf_2 | I attend conference sessions about statistics education. |
| arti_conf_3 | I attend workshops about teaching statistics. |
| VarName | Choices |
|---|---|
| leadership_0 | I have not participated in leadership in statistics education in the last five years. |
| leadership_1 | I publish or referee articles about statistics education. |
| leadership_2 | I organize and/or lead statistics education workshops or conference sessions. |
| leadership_3 | I present about statistics education at conferences. |
| leadership_4 | I serve on a statistics education committee, editorial board, etc. |
| leadership_5 | I produce learning materials used by other statistics educators. |
| leadership_6 | Other (please explain) |
| leadership_6_text | Other (please explain) - Text |
| VarName | Choices |
|---|---|
| data_analysis | Never |
| data_analysis | Not more than once a year |
| data_analysis | A few times per year |
| data_analysis | I am typically working on a data analysis project (or projects) |
Whats a better title? XXX
| VarName | Choices |
|---|---|
| numerical_beliefs | All solutions computed by hand |
| numerical_beliefs | Most solutions computed by hand |
| numerical_beliefs | Equal amounts of computing solutions by hand and using statistical software or applets |
| numerical_beliefs | Most solutions computed using statistical software or applets |
| numerical_beliefs | All solutions computed using statistical software or applets |
| VarName | Choices |
|---|---|
| stat_info_1 | Nowhere |
| stat_info_2 | Blogs |
| stat_info_3 | Academic Journal Articles |
| stat_info_4 | Online Search |
| stat_info_5 | Statistics Textbook |
| stat_info_6 | Artificial Intelligence |
| stat_info_7 | Other Faculty |
| stat_info_8 | Other |
| stat_info_8_text | Other - Text |