Utility of Online Learning in the Topic of Confidence Intervals

Zane RicksDr. Anita Mahadevan-Jansen

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Students often struggle in the field of biostatistics, particularly in interpreting results, and in articulating numbers to words.

Though able to parrot a number of mathematical equations, they do not understand what these equations mean.

To wit, with symbolic representation and equation regurgitation, meaning is lost.

The Current Need

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The purpose of this module is to present a statistical concept, confidence intervals, in a manner that promotes comprehension and retention.

The material was presented with the aim of inspiring students to take an interest in the material and understand where their miscomprehensions lie.

Goal of Project

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In order to promote student interest, a multimedia approach was decided upon based on favorable results1,2

Module elements were designed using multimedia tools Flash CS6

Animation Simulator Assessment

CamStudio and YouTube Example Problems

Material was delivered on the Vanderbilt website - https://my.vanderbilt.edu/zanericks/ci-home-page/

Method of Design and Delivery

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Module Elements

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Confidence Interval Simulator

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Practice Assessment

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Two types of data, indirect and direct, were taken to assess the viability of the module. Post-module survey was given for a indirect metric of

the module’s reception and was focused on assessing the following: Student assessment of their learning Student assessment of the module

Furthermore, student performances on a test question were compared that on a similar question given in a previous year in order to more quantitatively gauge the module’s efficacy.

Evidence of student learning

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Evidence of Student Learning – Survey Responses

Overall, was the module helpful?

Not at all A little bit A fair amountA good amount They helped a lot

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Evidence of Student Learning – Survey Responses

How well did the animated lecture introduce the concept of confidence intervals?

Not at all A little bit A fair amountA good amount They helped a lot

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Evidence of Student Learning – Survey Responses

How much did the confidence interval simulator help in your understanding of confidence interval behavior?

Not at all A little bit A fair amountA good amount They helped a lot

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Evidence of Student Learning – Survey Responses

How much did the solved example problems help in your understanding of how to create confidence

intervals?

Not at all A little bit A fair amountA good amount They helped a lot

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Evidence of Student Learning – Survey Responses

Did the online practice assessment help you identify misconcep-tions you had about confidence intervals?

No Yes

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Regarding the module, students had the following to say I liked that it gave us examples and ways to test our

knowledge other than book problems. It really helped me in learning these concepts.

I liked the practice assessment. It was a good chance to see where my understanding was at before the test, and you could retake it after learning what you made mistakes on the first time to make sure you got it.

I liked that I could take it over until I got it right, so that I could really reinforce the information.

Complaints were minimal, and related primarily to technical aspects and potential features that could be added.

Evidence of student learning – Student Responses

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Part a Part b Part c Part d

Correct Procedure?

How to fill in

equation? Correct

Procedure?

How to fill in

equation? Correct

Procedure?

How to fill in

equation? Correct

conclusions?Module

1.96 ± .18

1.88 ± .34 1.94 ± .35

1.93 ± .35 1.88 ± .49

1.88 ± .49

1.47 ± .72

Control 2 ± 0

1.96 ± .19 1.78 ± .41

1.67 ± .48 1.75 ± .59

1.61 ± .63 .71 ± .60

P value 0.417832 0.276692 0.120885

0.0314723 0.233903 0.053145

0.000126159

Evidence of Student Learning – ABET Performance

a) Calculating Standard Errorb) Calculating a 95% Confidence Intervalc) Calculating a 90% Confidence Intervald) Interpreting the meaning of the confidence intervalP-values determined using the Mann-Whitney U nonparametric test.Bolded columns show a p-value less than 0.05

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According to both assessments, the module was successful in garnering student attention and promoting student understanding.

Student report of learning indicated a greater understanding of material with this multimedia approach, and many students expressed a desire in seeing similar modules in the future.

There is potential in including similar modules in course material in the future, facilitating an increase in student interest and retention.

Conclusions and future directions

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NSF CIRTL Center for Teaching Cynthia Brame Reht McDaniel Blaine Smith The other BOLD Fellows, Tessy Sebastian and

Lauren Palladino

Acknowledgements

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1. Allen, Robert. "The Web: interactive and multimedia education." Computer Networks and ISDN Systems 30.16 (1998): 1717-1727.

2. Neumann, David, Michelle Neumann, and Michelle Hood. "Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics." Australasian Journal of Educational Technology 27.2 (2011): 274-289.

References