using authentic discovery projects to improve student outcomes in statistics
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Using Authentic Discovery Projects to Improve Student Outcomes in Statistics. Joint Mathematics Meetings January 16, 2010 Dianna Spence Brad Bailey Robb Sinn Department of Mathematics & Computer Science North Georgia College & State University Dahlonega, Georgia. Agenda. - PowerPoint PPT PresentationTRANSCRIPT
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Using Authentic Discovery Projects to Improve Student Outcomes in
StatisticsJoint Mathematics Meetings
January 16, 2010
Dianna SpenceBrad BaileyRobb Sinn
Department of Mathematics & Computer ScienceNorth Georgia College & State University
Dahlonega, Georgia
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Agenda
• Overview of Project Scope and Activities – Dianna
• Findings from Phase I – Dianna
• Pilot Instructor Experiences and Observations – Brad
• Future Directions– Brad
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NSF Grant Project Overview• NSF CCLI Phase I Grant:
“Authentic, Career-Specific Discovery Learning Projects in Introductory Statistics”
• Goals: Increase students’... knowledge & comprehension of statistics perceived usefulness of statistics self-beliefs about ability to use and understand
statistics• Tasks:
Develop Instructional Materials Develop Instruments Measure Effectiveness
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Student Projects• Linear regression
Variables• student selects• often survey
based constructs Survey design Sampling Regression analysis
• t-tests Variables
• student selects Designs
• Independent samples
• Dependent samples
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Materials Developed(Web-Based)
• Instructor GuideProject overview
• Timelines• Best practices
Student handoutsEvaluation rubrics
• Student GuideProject Guide
• Help for each project phase
Technology GuideVariables and
Constructs
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Instruments Developed: Content Knowledge• Instrument
21 multiple choice items KR-20 analysis: score = 0.63
• Exploratory Results treatment group significantly higher (p < .0001) effect size = 0.59
• Instrument shortened to 18 items for main pilot
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Instruments Developed: Perceived Usefulness of Statistics• Instrument
12-item Likert style survey; 6-point scale Cronbach alpha = 0.93
• Exploratory Results treatment group significantly higher (p < .01) effect size = 0.295
• Instrument unchanged for main pilot
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Instruments Developed: Statistics Self-Efficacy• Beliefs in ability to use and understand statistics
• Instrument 15-item Likert style survey; 6-point scale Cronbach alpha = 0.95
• Exploratory Results gains realized, but not significant
(1-tailed p = .1045) effect size = 0.15
• Instrument unchanged for main pilot
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Phase I Research:Pilot of Developed Materials• 3 institutions
university (3 instructors) 2-year college (1 instructor) high school (1 instructor)
• Quasi-Experimental Design Spring 2008: Begin instructor “control” groups Fall 08 - Fall 09: “Experimental” groups
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Results: t-Tests• Perceived Usefulness
Pretest: 50.42Posttest: 51.40Significance: p = 0.208
• Self-Efficacy for StatisticsPretest: 59.64Posttest: 62.57Significance: p = 0.032**
• Content KnowledgePretest: 6.78Posttest: 7.21Significance: p = 0.088*
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Subscales: Statistics Self-Efficacy• Strong Gains
SE for Regression Techniques ( p = 0.035 )
SE for General Statistical Tasks ( p = 0.018 )
• Little or No Improvement
SE for t-test Techniques ( p = 0.308 )
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Subscales: Content Knowledge• Regression Techniques
Moderate Gains ( p = 0.086 )
• T-test Usage
Moderate Gains ( p = 0.097 )
• T-test Inference
No Gain
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Multivariate Analysis: Content Knowledge
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Multivariate Analysis: Statistics Self-Efficacy
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Instructor Experiences and ObservationsBest Practices• Have Intermediate goals
Defined deliverables and project phases Student accountability at each phase
• Requirements for final report outline template prior work samples
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Instructor Experiences and Observations
• Students need guidance with research question• Set Student Expectations
Students underestimate time/effort required Students often unclear on exactly what to do once
they have collected the data Students should be prepared for results that may be
weak, non-significant, etc.• realistic view of statistics• avoid too much disappointment
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Student FeedbackStudent Quotes Shared by Instructors
“The main thing that we have learned is that statistics take time. They cannot be conjured up by a few formulas in a few minutes. The
time and effort that is put into a small research project such as this is significant.
On a large scale, one can quickly understand the kind of commitment of money and time that is required just to obtain reasonable
data.”
“While our results did not meet our initial expectations, this is not an utter disappointment. Before this project, statistics looked simple enough for anyone to sit down
and do, but now it is evident that it requires more creativity and critical thinking than initially expected. Overall, it was
an edifying experience.”
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Future Directions
NSF CCLI Type II Grant• Proposal Submitted January 2010• Goals Include:
Nation wide pilot Vertical Integration to early secondary Revisions to Materials
• Increased flexibility• Accommodate early high school grades
Qualitative Component• More insight into instructor impact
Advisory Panel of Statisticians & Educators
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For more information
• Project Website http://radar. northgeorgia.edu/~djspence/nsf/
• Instructional Materials Home http://radar.northgeorgia.edu/~rsinn/nsf/
• Contact Us Dianna: [email protected] Brad: [email protected] Robb: [email protected]