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An Experiential Model for Teaching Two Probability Concepts to Graduate Students in the Behavioral Sciences.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Experiential Model for Teaching Two Probability Concepts to Graduate Students in the Behavioral Sciences./
作者:	Monroe, Jane Ann.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertations Abstracts International, Volume: 41-07, Section: A.
Contained By:	Dissertations Abstracts International41-07A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9798661800770

An Experiential Model for Teaching Two Probability Concepts to Graduate Students in the Behavioral Sciences.
Monroe, Jane Ann.

An Experiential Model for Teaching Two Probability Concepts to Graduate Students in the Behavioral Sciences. - 1 online resource (187 pages)

Source: Dissertations Abstracts International, Volume: 41-07, Section: A.

Thesis (Educat.D.)--Teachers College, Columbia University, 1980.

Includes bibliographical references

This study considered the problem of teaching probability to graduate students in the behavioral sciences. The major purpose was to develop a curriculum which integrated empirical research concepts and probability concepts in order to demonstrate the probabilistic nature of empirical research. The curriculum so developed utilized empirical studies and actual, as opposed to artificial, data as a means of developing probability experiments rather than the traditional coins, dice and cards. To introduce and illustrate probability concepts, the curriculum utilized the cross-tabulation table rather than the traditional set theoretic approach. A curriculum model based on recognized theories of learning and instruction was developed. This, model, the Experiential Model, consists of three components: curriculum content, curriculum delivery and evaluation of learning. The content component of the model requires that the curriculum (a) emphasize the basic principles of the subject and (b) introduce or review the supporting skills that are necessary to the understanding and application of those principles. The delivery component of the model requires three instructional practices which are the provision of (a) clear instructional objectives and tasks, (b) a relevant context as defined by realistic examples and practical experiments and (c) cognitive feedback. The evaluation of learning component requires (a) measuring each student's learning of the principles as defined by the instructional objectives and (b) setting an absolute standard of performance which is the sole criterion for the judgment of successful learning. This model was applied to the teaching of two probability concepts, conditional probability and independence, to a population of 92 graduate students enrolled in statistics classes in Teachers College, Columbia University. The population was comprised of men and women of ages ranging from 20 to 52 years. The mathematics background of the population ranged from ninth grade algebra to more than one year of calculus. Some students had studied statistics previously and some had not. The students' attitude toward mathematics was determined to be somewhat positive. A pretest was used to assess the extent to which the students understood the basic concepts of frequency and relative frequency in a research context. In general, the students scored low on this measure. The major findings of the study were as follows: The new curriculum, based on the Experiential Model, was judged to be successful. Seventy-two percent of the population obtained scores on the probability test which were at or above the preset standard. Further data analyses revealed certain relationships between characteristics of the subjects and their performance on the probability test. Students who scored high on the pretest scored high on the probability test regardless of background characteristics. Among those who scored below the median on the pretest, students with no previous course in statistics tended to score high on the probability test while those who had taken a previous course in statistics tended to score below the preset standard. The relationship between age and performance on the probability test was strong and negative among the group of students who had a poor mathematics background and who scored below the median on the pretest. Student attitude toward mathematics was not related to performance on the probability test. This study demonstrates that important probability concepts can be successfully taught using a non-traditional curriculum. The results of this study are of particular interest to those educators who are concerned with the training of researchers in the behavioral sciences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798661800770Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

An Experiential Model for Teaching Two Probability Concepts to Graduate Students in the Behavioral Sciences.
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504 $a Includes bibliographical references
520 $a This study considered the problem of teaching probability to graduate students in the behavioral sciences. The major purpose was to develop a curriculum which integrated empirical research concepts and probability concepts in order to demonstrate the probabilistic nature of empirical research. The curriculum so developed utilized empirical studies and actual, as opposed to artificial, data as a means of developing probability experiments rather than the traditional coins, dice and cards. To introduce and illustrate probability concepts, the curriculum utilized the cross-tabulation table rather than the traditional set theoretic approach. A curriculum model based on recognized theories of learning and instruction was developed. This, model, the Experiential Model, consists of three components: curriculum content, curriculum delivery and evaluation of learning. The content component of the model requires that the curriculum (a) emphasize the basic principles of the subject and (b) introduce or review the supporting skills that are necessary to the understanding and application of those principles. The delivery component of the model requires three instructional practices which are the provision of (a) clear instructional objectives and tasks, (b) a relevant context as defined by realistic examples and practical experiments and (c) cognitive feedback. The evaluation of learning component requires (a) measuring each student's learning of the principles as defined by the instructional objectives and (b) setting an absolute standard of performance which is the sole criterion for the judgment of successful learning. This model was applied to the teaching of two probability concepts, conditional probability and independence, to a population of 92 graduate students enrolled in statistics classes in Teachers College, Columbia University. The population was comprised of men and women of ages ranging from 20 to 52 years. The mathematics background of the population ranged from ninth grade algebra to more than one year of calculus. Some students had studied statistics previously and some had not. The students' attitude toward mathematics was determined to be somewhat positive. A pretest was used to assess the extent to which the students understood the basic concepts of frequency and relative frequency in a research context. In general, the students scored low on this measure. The major findings of the study were as follows: The new curriculum, based on the Experiential Model, was judged to be successful. Seventy-two percent of the population obtained scores on the probability test which were at or above the preset standard. Further data analyses revealed certain relationships between characteristics of the subjects and their performance on the probability test. Students who scored high on the pretest scored high on the probability test regardless of background characteristics. Among those who scored below the median on the pretest, students with no previous course in statistics tended to score high on the probability test while those who had taken a previous course in statistics tended to score below the preset standard. The relationship between age and performance on the probability test was strong and negative among the group of students who had a poor mathematics background and who scored below the median on the pretest. Student attitude toward mathematics was not related to performance on the probability test. This study demonstrates that important probability concepts can be successfully taught using a non-traditional curriculum. The results of this study are of particular interest to those educators who are concerned with the training of researchers in the behavioral sciences.
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