Introductory statistics phd university of toledo oh

  • No School
  • AA 1
  • 72

This preview shows page 60 - 61 out of 72 pages.

introductory statistics. PhD. University of Toledo, OH. Supervisor: Dr. Thomas G. Dunn. The main questions addressed by this study were: (a) what do the knowledge structures of introductory statistics students look like, (b) how do these knowledge structures change as the semester progresses, and (c) are there any similarities or differences among different students’ structures? Nine graduate students enrolled in an introductory educational statistics course agreed to meet with me one-on-one once every three weeks during the term they were taking the course. Each session, we discussed course concepts and how the student believed they related to each other. Each session included previous concepts we had discussed plus new concepts taught in class since our last session. The final session included a discussion of 45 statistical concepts and their relationships. The theoretical perspective I chose for this study was Anderson’s ACT-R* theory. In particular, I am interested by the idea that students learn more than just declarative knowledge , or facts and definitions, and mechanical knowledge , or procedures and processes. Anderson and others (e.g., Jonassen, Beissner & Yacci; Byrnes) argue that there is a third type of knowledge students actively build as they learn: structural or relational knowledge . This third type of knowledge serves to relate all of the declarative and mechanical knowledge students learn. My thesis is that this third type of knowledge is an indication of a student’s understanding of the material they are learning. If these structures are not integrated or complex, then neither is the student’s understanding. The main idea here follows the current trends in statistics education research, that students need to know more than what the mean is or how to calculate it (declarative and mechanical knowledge respectively); they also need to know what the mean tells us about a set of data and why it is an important indicator of a sample’s central tendency. They also need to understand, for example, why we cannot calculate a mean for nominal and ordinal variables such as gender or class rank. The results of my dissertation did demonstrate students’ ability to organize course concepts in a way that is meaningful to them. With nine different organizations, I also present evidence that even though students are taking the same course, with the same instructor and same textbook, they do build different understandings (constructivism is also an important theoretical perspective captured by this data). Finally, with five different organizations over an entire semester, I present evidence that students’ organizations do change. Future research needs to explore these organizations in more depth to determine how students develop these organizations, what might lead them to change their organizations, and what these organizations mean as an indicator of students’ statistical knowledge. Li Jun (2000). Chinese students’ understanding of probability. PhD. Nanyang Technological University.
Image of page 60
Image of page 61

You've reached the end of your free preview.

Want to read all 72 pages?

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Ask Expert Tutors You can ask You can ask ( soon) You can ask (will expire )
Answers in as fast as 15 minutes