Effect of an Interactive Component on Students' Conceptual Understanding of Hypothesis Testing

Autor/in	Inkpen, Sarah Anne
Titel	Effect of an Interactive Component on Students' Conceptual Understanding of Hypothesis Testing
Quelle	(2016), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-2423-6
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Technical Institutes; College Mathematics; Statistics; English (Second Language); Second Language Learning; Business Administration Education; Health Sciences; Quasiexperimental Design; Program Effectiveness; Teaching Methods; Interaction; Constructivism (Learning); Experiential Learning; Statistical Analysis; Hypothesis Testing; Pretests Posttests; Scores; Comprehension; Learning Processes; Workshops; Academic Failure; Place Based Education; Qatar + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Technische Fakultät; Statistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Experiental learning; Erfahrungsorientiertes Lernen; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Verstehen; Verständnis; Learning process; Lernprozess; Lernwerkstatt; Schulung; Katar
Abstract	The Premier Technical College of Qatar (PTC-Q) has seen high failure rates among students taking a college statistics course. The students are English as a foreign language (EFL) learners in business studies and health sciences. Course delivery has involved conventional content/ curriculum-centered instruction with minimal to no interactive components. The purpose of this quasi-experimental study was to assess the effectiveness of an interactive approach to teaching and learning statistics used in North America and the United Kingdom when used with EFL students in the Middle East. Guided by von Glasersfeld's constructivist framework, this study compared conceptual understanding between a convenience sample of 42 students whose learning experience included a hands-on, interactive component and 38 students whose learning experience did not. ANCOVA was used to analyze posttest scores on the Comprehensive Assessment of Outcomes in Statistics (CAOS) as the dependent variable, the course placement (hands-on versus no hands-on component) as the independent variable, and the pretest score on CAOS as the covariate. Students who were exposed to the hands-on learning demonstrated greater conceptual understanding than students who were not. Based on these results, a 3-day workshop was designed to create a learning community to enable statistics instructors to address the problem of high failure, to introduce delivery methods that involve place-based examples, and to devise hands-on activities designed to reflect authentic research. This study has implications for positive social change in Qatar, in that application of the findings may result in producing trained graduates capable of filling the shortage of qualified researchers, thereby supporting the nation's goal of being a leader in research as stated in the Qatar National Vision 2030. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01