國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions./
Author:	Fry, Elizabeth Brondos.
Description:	1 online resource (470 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (470 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355769692Subjects--Topical Terms:

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

554714
Electronic books.

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions.
LDR:03103ntm a2200337Ki 4500 001 920300
005 20181130083525.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355769692
035 $a (MiAaPQ)AAI10689030
035 $a (MiAaPQ)umn:18830
035 $a AAI10689030
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Fry, Elizabeth Brondos. $3 1195050
245 1 0 $a Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions.
264 0 $c 2017
300 $a 1 online resource (470 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Educational Psychology. $3 1184998
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10689030 $z click for full text (PQDT)