東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Introductory Statistics Students' Co...

Fry, Elizabeth Brondos.

Linked to FindBook

Google Book

Amazon

博客來

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions./
Author:	Fry, Elizabeth Brondos.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	470 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10689030
ISBN:	9780355769692

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions.
Fry, Elizabeth Brondos.

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 470 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2017.

Recommended learning goals for students in introductory statistics courses include the ability to recognize and explain the key role of randomness in designing studies and in drawing conclusions from those studies involving generalizations to a population or causal claims (GAISE College Report ASA Revision Committee, 2016). The purpose of this study was to explore introductory statistics students' understanding of the distinct roles that random sampling and random assignment play in study design and the conclusions that can be made from each. A study design unit lasting two and a half weeks was designed and implemented in four sections of an undergraduate introductory statistics course based on modeling and simulation. The research question that this study attempted to answer is: How does introductory statistics students' conceptual understanding of study design and conclusions (in particular, unbiased estimation and establishing causation) change after participating in a learning intervention designed to promote conceptual change in these areas? In order to answer this research question, a forced-choice assessment called the Inferences from Design Assessment (IDEA) was developed as a pretest and posttest, along with two open-ended assignments, a group quiz and a lab assignment. Quantitative analysis of IDEA results and qualitative analysis of the group quiz and lab assignment revealed that overall, students' mastery of study design concepts significantly increased after the unit, and the great majority of students successfully made the appropriate connections between random sampling and generalization, and between random assignment and causal claims. However, a small, but noticeable portion of students continued to demonstrate misunderstandings, such as confusion between random sampling and random assignment.

ISBN: 9780355769692Subjects--Topical Terms:

641129
Mathematics education.

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions.
LDR:02820nmm a2200301 4500 001 2165783
005 20181130083525.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355769692
035 $a (MiAaPQ)AAI10689030
035 $a (MiAaPQ)umn:18830
035 $a AAI10689030
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fry, Elizabeth Brondos. $3 3353872
245 1 0 $a Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 470 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Advisers: Robert C. delMas; Andrew Zieffler.
502 $a Thesis (Ph.D.)--University of Minnesota, 2017.
520 $a Recommended learning goals for students in introductory statistics courses include the ability to recognize and explain the key role of randomness in designing studies and in drawing conclusions from those studies involving generalizations to a population or causal claims (GAISE College Report ASA Revision Committee, 2016). The purpose of this study was to explore introductory statistics students' understanding of the distinct roles that random sampling and random assignment play in study design and the conclusions that can be made from each. A study design unit lasting two and a half weeks was designed and implemented in four sections of an undergraduate introductory statistics course based on modeling and simulation. The research question that this study attempted to answer is: How does introductory statistics students' conceptual understanding of study design and conclusions (in particular, unbiased estimation and establishing causation) change after participating in a learning intervention designed to promote conceptual change in these areas? In order to answer this research question, a forced-choice assessment called the Inferences from Design Assessment (IDEA) was developed as a pretest and posttest, along with two open-ended assignments, a group quiz and a lab assignment. Quantitative analysis of IDEA results and qualitative analysis of the group quiz and lab assignment revealed that overall, students' mastery of study design concepts significantly increased after the unit, and the great majority of students successfully made the appropriate connections between random sampling and generalization, and between random assignment and causal claims. However, a small, but noticeable portion of students continued to demonstrate misunderstandings, such as confusion between random sampling and random assignment.
590 $a School code: 0130.
650 4 $a Mathematics education. $3 641129
650 4 $a Science education. $3 521340
690 $a 0280
690 $a 0714
710 2 $a University of Minnesota. $b Educational Psychology. $3 1023204
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 0130
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10689030