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Promoting college students' construc...

Yan, Jie.

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Promoting college students' construction of problem schemata in statistics using schema-emphasizing worked examples.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Promoting college students' construction of problem schemata in statistics using schema-emphasizing worked examples./
Author:	Yan, Jie.
Description:	203 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3903.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423398
ISBN:	9781124241524

Promoting college students' construction of problem schemata in statistics using schema-emphasizing worked examples.
Yan, Jie.

Promoting college students' construction of problem schemata in statistics using schema-emphasizing worked examples. - 203 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3903.

Thesis (Ph.D.)--University of Delaware, 2010.

In this study, the effectiveness of worked examples that emphasizes problem features (data type, number of groups, purpose of analysis) associated with specific problem types (t-test, chi-square, correlation) were examined on students' construction of problem schemata compared to traditional solution-only worked examples. A sample of 96 students and a think-aloud sample of 4 students were asked to categorize 9 statistics word problems and to provide explanations for the categorization. Additional probing of students' statistical understanding was conducted through individual interviews with 10 students from the large sample. Results demonstrated that the worked examples providing schema instruction (i.e., contrasting and correct) were effective in helping students construct more accurate and complete problem schemata at posttest. However, the contrasting examples did not show a significant advantage over the correct schema examples. The effect of schema instruction did vary somewhat by problem type and it seemed most beneficial on the chi-square problems. Moreover, substantially more students were able to correctly identify the date type and the number of groups features as a result of the instruction, but the instruction failed to have an impact with respect to purpose of analysis. Explanations for the findings, as well as limitations of this study and future directions are discussed.

ISBN: 9781124241524Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Promoting college students' construction of problem schemata in statistics using schema-emphasizing worked examples.
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100 1 $a Yan, Jie. $3 1259780
245 1 0 $a Promoting college students' construction of problem schemata in statistics using schema-emphasizing worked examples.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3903.
500 $a Adviser: Nancy C. Lavigne.
502 $a Thesis (Ph.D.)--University of Delaware, 2010.
520 $a In this study, the effectiveness of worked examples that emphasizes problem features (data type, number of groups, purpose of analysis) associated with specific problem types (t-test, chi-square, correlation) were examined on students' construction of problem schemata compared to traditional solution-only worked examples. A sample of 96 students and a think-aloud sample of 4 students were asked to categorize 9 statistics word problems and to provide explanations for the categorization. Additional probing of students' statistical understanding was conducted through individual interviews with 10 students from the large sample. Results demonstrated that the worked examples providing schema instruction (i.e., contrasting and correct) were effective in helping students construct more accurate and complete problem schemata at posttest. However, the contrasting examples did not show a significant advantage over the correct schema examples. The effect of schema instruction did vary somewhat by problem type and it seemed most beneficial on the chi-square problems. Moreover, substantially more students were able to correctly identify the date type and the number of groups features as a result of the instruction, but the instruction failed to have an impact with respect to purpose of analysis. Explanations for the findings, as well as limitations of this study and future directions are discussed.
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650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Mathematics. $3 1017588
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710 2 $a University of Delaware. $b School of Education. $3 1022090
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423398