It is well recognised amongst academics that ‘statistics’ causes high levels of anxiety amongst students (Perney & Ravid, 1990). While there are introductory courses offered in the subject area, often these do not seem to work (Peterson, 1991). We propose that statistical concepts can be better understood with the help of data visualisation tools. Knowledge presented in the form of graphs and diagrams is of key importance to learning (Lynch, 1985). In comparison to other methods, visual learning modes potentially reach many more students, especially those whose preferred learning style is nonverbal (Biktimirov & Nilson, 2003).

AMOS is a statistical software package with a graphical interface added on to the SPSS software. Traditionally, it has been associated with more advanced analytical techniques, such as structural equation modelling. However, AMOS can also be usefully employed to analyse techniques such as multiple regression models. Findings show that AMOS’ graphical environment helped increase student interest and understanding of the topic (Cunningham & Wang, 2005). Other statistical software (e.g. MPlus) now also come with a diagram feature. However, users are expected to write commands to run the analysis. AMOS, on the other hand, has a user-friendly point-and-click feature.

With a view to exploring the importance of a graphical-feature in statistics-related programs, we undertook a study that analysed software-users’ comments on a social networking site for researchers (ResearchGate, 2016). We searched for relevant topics which resulted in finding a discussion topic on users’ favourite Structural Equation Modelling program. The topic generated 112 responses over a 3-year period (October 2012 – July 2015). Researchers from diverse backgrounds – Harvard and Southampton to Saudi Arabia and Pakistan – gave their views. Nine comments were considered to be ‘irrelevant’ for the purpose of our research and deleted from analysis.

User preferences for Structural Equation Modelling programs were: AMOS,38; MPlus,38;STATA, 4;Others,23.(Total, 103). Exemplar Comments for AMOS included ‘…it (AMOS) is very intuitive to use. I also find that graphically specifying structural models (sic) truly appealing’ (Malaysia)
‘If you have to teach…to undergrads or to people not familiar with SEM, then you should use AMOS. It’s very graphical and easy to use and to explain specification of complex models’ (Portugal).

The figures above show three-quarters of the users equally prefer AMOS and MPlus programs. The rest listed a number of other programs like Stata, LISREL and Onyx. As the exemplar comments demonstrate, AMOS voters were generally appreciative of its graphical feature.

A limitation with the above analysis is that it does not take into account the level of user-expertise. It has been noted that novice users of such programs benefit from the user-friendly graphical feature of AMOS. Using a computing code approach, as in LISREL, can be tedious (Hair et al. 2014). In future, it would be useful to explore the use of AMOS and MPlus by different user-levels.

References:
Biktimirov, E. N., & Nilson, L. B. (2003). Mapping your course: designing a graphic syllabus for introductory finance. Journal of Education for Business, 78(6), 308-312.
Cunningham, E. G., & Wang, W. C. (2005). Using AMOS Graphics to enhance the understanding and communication of multiple regression. Retrieved from http://iase-web.org/documents/papers/sat2005/cunningham.pdf; Accessed on February 18, 2016
Lynch, M. (1985). Art and artifact in laboratory science. London: Routledge & Kegan Paul.
Perney, J., & Ravid, R. (1990). The relationship between attitudes toward statistics, math self-concept, test anxiety and graduate students' achievement in an introductory course. Paper presented at the American Educational Research Association, Boston, MA.
Peterson, I. (1991). Pick a sample. Science News, 140(4), 56-58.
ResearchGate. (2016). Retrieved from https://www.researchgate.net/post/What_is_your_favorite_Structural_Equation_Modeling_program/2; accessed on February 18, 2016.