Abstract
Student perception of the teaching/learning process of an introductory statistics course and its in fluence on achievement. The objective of this paper is to study the influence of instructional variables on student achievement of an introductory behavioral statistics course. The variables considered came from the Instructional Model of Educational Setting (MISE). According to this Model, the variables involved in the Teaching/Learning process in an educational setting are structured by five Principles: Intentionality, Instructional Design, Personal Interactions, Knowledge Acquisition, Testing and Evaluation. Results showed significant differences in the perceptions developed by high achievement students and those developed by low achievement students. Furthermore, it was found that instructional variables sach as expectations, learning dedication time and individual differences have an influence on student achievement.
