Technology-enhanced statistics learning experiment : a case study at upper secondary level (original) (raw)

The Effectiveness of a Learning Module for Statistical Literacy

New Educational Review, 2018

Statistical literacy is the ability to master statistical concepts, applications, calculations and interpretations. This research is an experiment that aimed to investigate the effectiveness of a learning module for statistical literacy. The presented research focused on discussing and describing the effectiveness of a learning module for statistical literacy. The selected sample involved the public health students of STIKES BBM Majene; 20 students in class A as the sample for try-out I and 25 students in class B as the sample of try-out II by using One Group Pre-test and Post-test Design. The data was collected with the use of an achievement test of statistical literacy, and data was analyzed with the use of Descriptive Statistical Analysis, N-Gain Calculations, and Paired Sample t Test. Research results revealed that the average N-Gain in try-out I was 0.59, and the average N-Gain in try-out II was 0.61, each of which was in the moderate cat- egory. Moreover, in try-out I, the mean score of the post-test was 22.15, which was higher than and significantly different from the mean score of the pre-test, which was 10.66. Meanwhile, in try-out II, the mean score of the post-test was 22.68, which was higher than and significantly different from the mean score of the pre-test, which was 10.96. Therefore, the learning module for statistical literacy was effective. Keywords: statistical literacy, achievement, learning module

Enhancing statistical literacy

2017

Current secondary school statistics curricula focus on procedural knowledge and pay too little attention to statistical reasoning. As a result, students are not able to apply their knowledge to practice. In addition, education often targets the average student, which may lead to gifted students missing challenge. This study explored ways to enhance grade 8 (Pre-University level) students’ statistical literacy through within-class differentiation. The developed course materials consisted of a differentiated module in the Digital Mathematics Environment (DME), combined with investigation activities during classroom sessions. The material focused on statistical reasoning using visual representations made with TinkerPlots. We concluded that this teaching arrangement indeed increased students’ statistical literacy.

Developing statistical literacy: Student learning and teacher education

2015

Recent international and national mathematics curriculum guidelines indicate the development of students’ statistical literacy, at different levels of schooling, as a major educational aim. In Portugal, the mathematics syllabus for basic education, which began to be implemented in 2009, gave a greater emphasis on statistics, presenting more demanding learning goals, since the elementary levels. This represented a challenging situation for practicing teachers, requiring them to develop new perspectives about the teaching and learning of statistics. In this context, the project Developing statistical literacy: Student learning and teacher education was planned aiming to study the development of statistical literacy from elementary to secondary education, with special attention to two main issues: i) the characterization of key aspects of students’ statistical literacy, particularly regarding the ability to formulate questions, collect data and represent them to answer those questions,...

Supporting Statistical Literacy with Ictbased Teaching Scenario

2021

Statistical literacy is gaining recognition as something that people should have in order to function fully in 21st century's society. On a daily basis an enormous volume of data are available through the Web; making the best of it demands possession of a high level of statistical training. In this paper we present a new technology-augmented teaching scenario, implemented in a way that it may be fully utilized by both teachers and students. Using the features of the web-based platform statistics4schoola free online educational tool for statistical analysis in the Greek languageit paths a teaching method that can be readily facilitated in the classroom. The presented worksheet allows students to have an interdisciplinary approach and be actively involved in the learning process through the exploratory teaching method. In this manner we maintain they will be able to correctly comprehend the goals of the teaching scenario, as they progressively develop their statistical, optical, and digital literacy.

Towards a characterization and understanding of students' learning in an interactive statistics environment

… of the Fifth International Conference on …, 1998

We shall describe episodes of middle school students working on Exploratory Data Analysis (EDA) developed within an innovative curriculum. We outline the program and its rationale, analyze the design of the tasks, present extracts from students' activities and speculate about their learning processes. Finally, from our observations, we propose a new construct --learning arena, which is suggested as a curriculum design principle, which may also facilitate research.

Developing statistical literacy with Year 9 students: a collaborative research project

Research in Mathematics Education, 2013

Despite statistical literacy being relatively new in statistics education research, it needs special attention as attempts are being made to enhance the teaching, learning and assessing of this strand. It is important that teachers are aware of the challenges of teaching and assessing of this literacy. In this collaborative research study, two cycles of teaching experiments were carried out in two year 9 classes. The data set consisted of audio and video-recordings of classroom sessions, copies of students' written work, audio recorded interviews conducted with students, and field notes of the classroom sessions. The results shed light on tools and techniques which the research team used to help students develop critical statistical literacy skills. The findings have implications for teaching and further research.

Strategies for Teaching Statistics Based on Collaborative Work and Problem Solving

EDULEARN proceedings, 2017

Various strategies may be applied for teaching statistics. Lectures, equipment, teamwork and guidance are all important to help students to become capable of using statistics to analyse their own work and the results produced by others. Students following the second year from the Chemistry Pharmacology and Biology curricula (QFB) in the Faculty for Higher Studies Zaragoza (FES-Z), UNAM start becoming familiar with simple concepts and procedures, such as percentage, average, mean, median, standard deviation, standard error, confidence intervals and probability. They also learn to correctly elaborate standard curves and to interpret both graphically and statistically the results of their experiments. Our university provides wired and inalambric facilities for a wide and fast access to the institutional and public networks. The information can be accessed from various devices, like tablets, smartphones, personal and institutional computers. Thus, the students can connect, search, upload, download and interact in various ways through digital means. Our institution's policy is to guarantee that limited access or insufficient knowledge of information and communication technologies (ICT) will not be a barrier for our students. Instead, they may benefit from state-of-the art digital communication systems and guided learning to use them properly [1]. The students receive files containing full information about experiments designed to answer specific questions. Then, by using their knowledge on statistical procedures and interpretation of results, they must describe, analyse and conclude if the experiments have been properly performed and what is the significance of the results. Teams of 4 or 6 students are formed in order to promote exchange of information, collaboration and discussion. Teachers are always following their progress, making comments and helping them to resolve their doubts [2]. This tutorial-guided students' teamwork stimulates and promotes critical analysis of information and problem solving thinking [3]. Students' capacity to develop critical thinking and proper application of statistics are both important qualities for a solid academic development.

The Efficiency of Three Methods of Teaching on Students' Performance in Introductory Statistics

2014

Knowledge and training in Basic/introductory statistics is relevant for a successful university education hence mastery of basic statistical skills proves indispensable in doing research without mentioning the demand of professional statisticians in the job market. The paper will peruse/examine the following method in teaching Basic Statistics: guided constructivist approach, a computer assisted instruction and a lecture method. This study used the pretest - posttest non comparable quasi - experimental design to determine the effectiveness of the three methods of Statistics instruction. The study found out that there was a significant influence of the mental ability to the respondents' achievement in Statistics. There is no significant effect of the methods of instruction to the respondents' achievement in Statistics when they are grouped in terms of mental ability. The constructivist group is as good as the computer assisted and lecture group. There was no significant inter...

Statistical literacy at university level: the current trends

Procedia - Social and Behavioral Sciences, 2010

Active and critical citizens, in contemporary information-driven societies, are considered to possess capacities and skills of statistical literacy. There are numerous definitions and descriptions concerning statistical literacy, statistical reasoning and statistical thinking. Thus, all these terms converge to the principle that statistical citizenship develops from school settings and relates mainly to the processes of evaluating, interpreting and communicating data. If these are not acquired on time, then students build up errors and misunderstandings. In the current paper general issues concerning Statistics Education at the University level are addressed and aspects for future research are stressed in terms of technology use, content and pedagogic approaches.