<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000200487</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.16.048.DS11</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Assessing psychology students' difficulties in elementary variance analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluando la dificultades de los estudiantes de psicología en el análisis de varianza elemental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[Osmar D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Martín]]></surname>
<given-names><![CDATA[Maria del Mar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Quilmes  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>48</numero>
<fpage>487</fpage>
<lpage>511</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000200487&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000200487&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000200487&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we present a study directed to assess the students' difficulties in understanding elementary variance analysis. Responses from 224 undergraduate psychology students who had previously studied this topic to a questionnaire are analysed. Contents of the questionnaire include the selection of a variance analysis model, understanding of assumptions and the associated linear model in this procedure, the computations involved in variance analysis and the interpretation of results. While the understanding of computations, the selection of the model, and the understanding of the decomposition of the variance in the linear model were easy, the students had difficulties in understanding the assumptions of variance analysis and in interpreting the results in the problem context. These results provide information in an area where little prior research is available. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se presenta un estudio dirigido a evaluar las dificultades de comprensi&#243;n del an&#225;lisis de varianza elemental. Las respuestas de 228 estudiantes de psicolog&#237;a que hab&#237;an estudiado previamente el tema son analizadas. Los contenidos del cuestionario incluyen la selecci&#243;n de un modelo de an&#225;lisis de varianza, la comprensi&#243;n de los supuestos y del modelo lineal asociado al m&#233;todo, lo c&#225;lculos involucrados en an&#225;lisis de varianza y la interpretaci&#243;n de los resultados. Mientras que la comprensi&#243;n de los c&#225;lculos, la selecci&#243;n del modelo y la comprensi&#243;n de la descomposici&#243;n de la varianza en el modelo lineal fueron sencillas, los estudiantes tuvieron dificultad en comprender los supuestos del an&#225;lisis de la varianza y en interpretar los resultados en el contexto del problema. Estos resultados proporcionan informaci&#243;n en un &#225;rea en que hay poca investigaci&#243;n previa disponible.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Variance Analysis]]></kwd>
<kwd lng="en"><![CDATA[Understanding]]></kwd>
<kwd lng="en"><![CDATA[University Students]]></kwd>
<kwd lng="es"><![CDATA[Análisis de Varianza]]></kwd>
<kwd lng="es"><![CDATA[Comprensión]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes Universitarios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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