This study examined the effects of instructor immediacy behaviors, peer instruction, and student tutors on reducing statistics anxiety in undergraduate business students. Students completed a pre- and post-test survey measuring their statistics anxiety. The results showed reductions in most types of statistics anxiety. Students reported that working with student tutors helped lower their anxiety, especially around asking for help and taking tests. The instructor's use of immediacy behaviors and peer instruction during class also helped address sources of anxiety. Overall, integrating social and instructional strategies was effective in reducing students' fear of statistics.
Effectiveness of computer assisted stad cooperative learning strategy on phys...Gambari Amosa Isiaka
1) The study investigated the effectiveness of using a computer-assisted Students' Team Achievement Division (STAD) cooperative learning strategy to teach physics, compared to an individualized computer instruction strategy.
2) 84 students from two senior secondary schools in Nigeria were assigned to either the STAD group or the individual instruction group. The STAD group used a computer-assisted learning package on physics topics.
3) The study aimed to determine if the STAD approach led to better problem-solving skills, achievement, and retention of physics content compared to individual instruction, and whether gender influenced student performance.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
Investigating and remediating gender difference in mathematics performance am...Alexander Decker
This study investigated gender differences in mathematics performance among dyslexic and dyscalculic learners in junior secondary schools in Sokoto State, Nigeria. A sample of 827 students, including 423 males and 404 females, was given pre- and post-tests to measure mathematics achievement before and after a 12-week remedial instruction program. The results showed that the experimental groups who received the remedial instruction improved their mean test scores by 54.49%, while the control groups who did not receive the instruction only improved by 0.3%. The findings indicated that the remedial program was effective for dyslexic and dyscalculic students and that there was no significant gender difference in academic performance on the pre
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This literature review discusses how group work can impact student attitude in an English classroom. It describes that while lectures, whole-class discussions, group work, and individual work all have a place in English instruction, research shows that small group work specifically allows students to learn from each other and arrive at a deeper understanding of texts. When working in groups, students can analyze their own responses to readings as well as their peers' responses, drawing on different experiences and perspectives to comprehend the literature. The review cites several theorists who argue that dialogue-focused small group work helps students consider both the text and their classmates' knowledge, leading to fuller understanding.
Project cooperative learning and peer tutoring in overcoming mathematics an...Taw Mei Yoke
This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
Effectiveness of computer assisted stad cooperative learning strategy on phys...Gambari Amosa Isiaka
1) The study investigated the effectiveness of using a computer-assisted Students' Team Achievement Division (STAD) cooperative learning strategy to teach physics, compared to an individualized computer instruction strategy.
2) 84 students from two senior secondary schools in Nigeria were assigned to either the STAD group or the individual instruction group. The STAD group used a computer-assisted learning package on physics topics.
3) The study aimed to determine if the STAD approach led to better problem-solving skills, achievement, and retention of physics content compared to individual instruction, and whether gender influenced student performance.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
Investigating and remediating gender difference in mathematics performance am...Alexander Decker
This study investigated gender differences in mathematics performance among dyslexic and dyscalculic learners in junior secondary schools in Sokoto State, Nigeria. A sample of 827 students, including 423 males and 404 females, was given pre- and post-tests to measure mathematics achievement before and after a 12-week remedial instruction program. The results showed that the experimental groups who received the remedial instruction improved their mean test scores by 54.49%, while the control groups who did not receive the instruction only improved by 0.3%. The findings indicated that the remedial program was effective for dyslexic and dyscalculic students and that there was no significant gender difference in academic performance on the pre
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This literature review discusses how group work can impact student attitude in an English classroom. It describes that while lectures, whole-class discussions, group work, and individual work all have a place in English instruction, research shows that small group work specifically allows students to learn from each other and arrive at a deeper understanding of texts. When working in groups, students can analyze their own responses to readings as well as their peers' responses, drawing on different experiences and perspectives to comprehend the literature. The review cites several theorists who argue that dialogue-focused small group work helps students consider both the text and their classmates' knowledge, leading to fuller understanding.
Project cooperative learning and peer tutoring in overcoming mathematics an...Taw Mei Yoke
This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
Suh an explanatory study of high school teachers’ integration of mobile learningSylvia Suh
This document summarizes Suh Sylvia Manka Azinwi's dissertation examining high school teachers' experiences integrating mobile learning in their classrooms. The dissertation used a mixed-methods sequential explanatory design including a survey of 104 teachers and interviews with 9 teachers. Key findings include: 1) Teachers defined mobile learning inconsistently with a focus on internet resources and anytime learning using devices; 2) Common strategies were research tools, homework reminders, and formative feedback; 3) Benefits included increased engagement, communication, and support for special needs students. Challenges included limited connectivity and lack of support which teachers could overcome through piloting, professional development, and becoming self-sufficient technologically. The study provided recommendations for defining mobile learning
Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Pr...iosrjce
Mathematics is important in everyday life. Mathematics involve with the concept of addition,
subtraction, multiplication, and division. Advance topic in mathematics may cause students to experience
difficulty catching up with the syllabus, especially as a majority primary students are not able to understand
basic concept of division. Therefore, this research study has been conducted to determine the effectiveness of
‘division wheel’ in mathematics division operations. The target for sample size is 400 respondents involving
only standard five in between excellent, moderate and poor classes. This research study involves a
questionnaire using the Likert scale, while the analysis used is descriptive analysis. A test will be carry out
before (pre-test) and after (post-test) teaching method using ‘division wheel’. Pre-test analysis shows majority
male respondents have poor achievement, while female respondents have moderate achievement. After applied
the ‘division wheel’, there are increasing numbers for excellent and moderate achievement for male respondents
and excellent for female respondents after taking post-test. Questionnaire results shows that the majority of
students prefer to use ‘division wheel’ as concrete material in learning process. ‘Division wheel’ had helps
students understand the concept of basic division operation and confident to answer question properly without
teacher’s help. Students start to love doing mathematics especially divide questions. In conclusion, the ‘division
wheel’has become a new method in mastering the concept of division.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
Quantitative data analysis, Standard Error, Effect Size, Scales of MeasurementMichael J Leo
The Scales of measurement, standard error, confidence interval, Types of errors, Effect size Analysis, Descriptive and Inferential Statistics including t test, ANOVA, paired t test and Chi-Square outputs and sample size calculation
Influence of study skills on test anxiety of secondary school students in nsu...Alexander Decker
This study investigated the influence of study skills and gender on test anxiety levels of 400 senior secondary school students in Nsukka, Nigeria. Two instruments were used to measure study skills and test anxiety. Results found that study skills had no significant influence on test anxiety levels, but gender did influence levels, with females exhibiting higher anxiety than males. The study recommends creating a more gender-sensitive learning environment to reduce academic anxiety differences between males and females.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This study applied a content analysis method to compare how the algebraic topic of using symbols for unknown quantities is presented in elementary school mathematics textbooks from Taiwan (Nani), Singapore (My Pals Are Here!), and Finland (Laskutaito). Specifically, differences in question types (purely mathematical, verbal, visual, or combined representation), contextual versus noncontextual presentation, and pedagogical content design were compared. The findings showed that (1) fewer visual representations are found in Nani compared with the other textbooks; (2) Taiwan uses more contextual problems than the other countries; and (3) the content design in Taiwan focuses on applying the equivalent axiom to solve for unknown quantities, whereas Singapore and Finland use line segments or divide concepts in geometry graphs. In addition, the Singaporean textbooks teach algebraic simplification, providing this topic earlier than the other countries and enabling students to form connections with junior high school learning. Other implications of this study are discussed, and suggestions for future research are provided.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
JURNAL: An Action Research The Effect of Computer-based Mathematics on Proble...Zuzan Michael Japang
This document provides an overview of an action research project examining the effects of computer-based mathematics instruction on problem solving and student attitudes. The researcher plans to have their 3rd grade students use the Edutest computer program for math instruction in addition to their regular curriculum. Students will take pre- and post-tests to measure achievement and an attitudes survey. The goal is to see if computer-based math improves problem solving and influences student attitudes towards math.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
Human Patient Simulator Network 2012 Presentation: Large Class Simulation in a day
How to successfully design a schedule and perform 2 simulations and debriefings for 120+ senior nursing students with 4 faculty and 4 simulators in a nine hour day.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
The document summarizes a study that investigated the impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. The study found that:
1) Teachers' mathematics anxiety did not lead to a significant difference in children's mathematics achievement scores on number, operation, and geometric shapes tasks.
2) Teachers' beliefs about mathematics education did make a significant difference, with children whose teachers had more positive beliefs scoring higher on mathematics achievement tests.
3) The results suggest that while teachers' anxiety may not impact young children's learning due to the nature of early mathematics, teachers' positive beliefs about early mathematics education can positively influence children's achievement.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This document discusses problem-solving learning and ill-structured problems. It defines ill-structured problems and explains how scaffolding can effectively support students in solving such problems. Scaffolding includes both hard scaffolds like question prompts and soft scaffolds through teacher or peer interactions. The document then proposes researching the influence of scaffolding on student outcomes for an ill-structured biology lesson on the human skeleton system. Both quantitative and qualitative data would be collected from three biology classes with different experience levels to analyze the impact of scaffolding.
This document summarizes a study that investigated the relationships between mathematics attitude, academic motivation, intelligence quotient, and mathematics achievement. The study involved 1670 high school students in Iran. It found that mathematics attitude, academic motivation, and intelligence quotient were all positively correlated with mathematics achievement. A multiple regression analysis determined that mathematics attitude and intelligence quotient significantly predicted mathematics achievement, but academic motivation was not a significant predictor when the other variables were accounted for. The study also found that while there were no significant gender differences in the other variables, males scored higher than females in mathematics achievement.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
Effectiveness of computer supported jigsaw ii cooperative learning strategyGambari Isiaka
This document summarizes a study that investigated the effectiveness of a computer-supported cooperative learning strategy called Jigsaw II on physics performance and attitudes of senior secondary school students in Nigeria. 80 students were assigned to either a Jigsaw II group or an individual computer instruction control group. Results showed that students in the Jigsaw II group performed better on a physics achievement test than those in the individual instruction group. Students in the Jigsaw II group also reported more positive attitudes towards physics. However, gender was found to have no influence on performance. The study concluded that using computer-supported cooperative learning strategies like Jigsaw II can improve students' learning and attitudes in physics classes.
Enhancing students’ mathematical representation and selfefficacy through situ...Sowanto Sanusi
This document discusses a study that used situation-based learning assisted by Geometer's Sketchpad program to enhance students' mathematical representation abilities and self-efficacy. The study found that students who learned through this method showed greater improvement in mathematical representation abilities compared to the regular teaching method. Additionally, there was no significant difference in self-efficacy between the two groups. The study implemented situation-based learning in 4 stages: 1) creating mathematical situations, 2) posing mathematical problems, 3) solving problems, and 4) applying mathematics. Students directly interacted with geometric objects using the program to help pose and solve problems.
How beginning teachers understand student thinking in calculusMatthew Leingang
Slides from a talk given by Tom Judson and me at the MAA Session on Research in Undergraduate Mathematics Education.
Abstract: "Every teacher of calculus encounters various degrees of student understanding. To be a successful teacher, it is essential to understand student misconceptions and to make clear explanations to one’s students. Our project is concerned with how new teachers develop their ability to understand student thinking. We conducted individual interviews with graduate students teaching calculus for the first time. We interviewed each graduate student before and after their first teaching assignment. The interviews were transcribed and coded for analysis. We will present the results of our findings in this talk. Our hope is to provide information to that will be useful in developing more effective teaching training programs for graduate students who will teach undergraduate mathematics."
1) The document discusses ways to assess student learning, including formative and summative assessments. Different types of assessments include tests, projects, and papers.
2) Effective assessment involves aligning objectives, instructional strategies, and assessments using backward design. Assessments should measure a variety of skills using tools like Bloom's Taxonomy.
3) Standardized tests are commonly used to compare students' performance against norms or criteria. Results are often reported using grades, percentiles, stanines, or standard scores. Reliability and validity are important characteristics of good assessments.
Differential Instruction University of Phoenix MTE 533Belinda Jennings
The document outlines a lesson plan for a 6th grade science class on weather maps and weather prediction. The lesson plan utilizes the trend of differentiated instruction called "Differentiate Through Teams" by having students work in groups to research and recreate different types of weather maps. Students will present their posters and answer questions as an assessment. The lesson incorporates various websites and allows students to work at their own pace while learning about weather forecasting tools and map interpretation.
Suh an explanatory study of high school teachers’ integration of mobile learningSylvia Suh
This document summarizes Suh Sylvia Manka Azinwi's dissertation examining high school teachers' experiences integrating mobile learning in their classrooms. The dissertation used a mixed-methods sequential explanatory design including a survey of 104 teachers and interviews with 9 teachers. Key findings include: 1) Teachers defined mobile learning inconsistently with a focus on internet resources and anytime learning using devices; 2) Common strategies were research tools, homework reminders, and formative feedback; 3) Benefits included increased engagement, communication, and support for special needs students. Challenges included limited connectivity and lack of support which teachers could overcome through piloting, professional development, and becoming self-sufficient technologically. The study provided recommendations for defining mobile learning
Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Pr...iosrjce
Mathematics is important in everyday life. Mathematics involve with the concept of addition,
subtraction, multiplication, and division. Advance topic in mathematics may cause students to experience
difficulty catching up with the syllabus, especially as a majority primary students are not able to understand
basic concept of division. Therefore, this research study has been conducted to determine the effectiveness of
‘division wheel’ in mathematics division operations. The target for sample size is 400 respondents involving
only standard five in between excellent, moderate and poor classes. This research study involves a
questionnaire using the Likert scale, while the analysis used is descriptive analysis. A test will be carry out
before (pre-test) and after (post-test) teaching method using ‘division wheel’. Pre-test analysis shows majority
male respondents have poor achievement, while female respondents have moderate achievement. After applied
the ‘division wheel’, there are increasing numbers for excellent and moderate achievement for male respondents
and excellent for female respondents after taking post-test. Questionnaire results shows that the majority of
students prefer to use ‘division wheel’ as concrete material in learning process. ‘Division wheel’ had helps
students understand the concept of basic division operation and confident to answer question properly without
teacher’s help. Students start to love doing mathematics especially divide questions. In conclusion, the ‘division
wheel’has become a new method in mastering the concept of division.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
Quantitative data analysis, Standard Error, Effect Size, Scales of MeasurementMichael J Leo
The Scales of measurement, standard error, confidence interval, Types of errors, Effect size Analysis, Descriptive and Inferential Statistics including t test, ANOVA, paired t test and Chi-Square outputs and sample size calculation
Influence of study skills on test anxiety of secondary school students in nsu...Alexander Decker
This study investigated the influence of study skills and gender on test anxiety levels of 400 senior secondary school students in Nsukka, Nigeria. Two instruments were used to measure study skills and test anxiety. Results found that study skills had no significant influence on test anxiety levels, but gender did influence levels, with females exhibiting higher anxiety than males. The study recommends creating a more gender-sensitive learning environment to reduce academic anxiety differences between males and females.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This study applied a content analysis method to compare how the algebraic topic of using symbols for unknown quantities is presented in elementary school mathematics textbooks from Taiwan (Nani), Singapore (My Pals Are Here!), and Finland (Laskutaito). Specifically, differences in question types (purely mathematical, verbal, visual, or combined representation), contextual versus noncontextual presentation, and pedagogical content design were compared. The findings showed that (1) fewer visual representations are found in Nani compared with the other textbooks; (2) Taiwan uses more contextual problems than the other countries; and (3) the content design in Taiwan focuses on applying the equivalent axiom to solve for unknown quantities, whereas Singapore and Finland use line segments or divide concepts in geometry graphs. In addition, the Singaporean textbooks teach algebraic simplification, providing this topic earlier than the other countries and enabling students to form connections with junior high school learning. Other implications of this study are discussed, and suggestions for future research are provided.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
JURNAL: An Action Research The Effect of Computer-based Mathematics on Proble...Zuzan Michael Japang
This document provides an overview of an action research project examining the effects of computer-based mathematics instruction on problem solving and student attitudes. The researcher plans to have their 3rd grade students use the Edutest computer program for math instruction in addition to their regular curriculum. Students will take pre- and post-tests to measure achievement and an attitudes survey. The goal is to see if computer-based math improves problem solving and influences student attitudes towards math.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
Human Patient Simulator Network 2012 Presentation: Large Class Simulation in a day
How to successfully design a schedule and perform 2 simulations and debriefings for 120+ senior nursing students with 4 faculty and 4 simulators in a nine hour day.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
The document summarizes a study that investigated the impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. The study found that:
1) Teachers' mathematics anxiety did not lead to a significant difference in children's mathematics achievement scores on number, operation, and geometric shapes tasks.
2) Teachers' beliefs about mathematics education did make a significant difference, with children whose teachers had more positive beliefs scoring higher on mathematics achievement tests.
3) The results suggest that while teachers' anxiety may not impact young children's learning due to the nature of early mathematics, teachers' positive beliefs about early mathematics education can positively influence children's achievement.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
This document discusses problem-solving learning and ill-structured problems. It defines ill-structured problems and explains how scaffolding can effectively support students in solving such problems. Scaffolding includes both hard scaffolds like question prompts and soft scaffolds through teacher or peer interactions. The document then proposes researching the influence of scaffolding on student outcomes for an ill-structured biology lesson on the human skeleton system. Both quantitative and qualitative data would be collected from three biology classes with different experience levels to analyze the impact of scaffolding.
This document summarizes a study that investigated the relationships between mathematics attitude, academic motivation, intelligence quotient, and mathematics achievement. The study involved 1670 high school students in Iran. It found that mathematics attitude, academic motivation, and intelligence quotient were all positively correlated with mathematics achievement. A multiple regression analysis determined that mathematics attitude and intelligence quotient significantly predicted mathematics achievement, but academic motivation was not a significant predictor when the other variables were accounted for. The study also found that while there were no significant gender differences in the other variables, males scored higher than females in mathematics achievement.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
Effectiveness of computer supported jigsaw ii cooperative learning strategyGambari Isiaka
This document summarizes a study that investigated the effectiveness of a computer-supported cooperative learning strategy called Jigsaw II on physics performance and attitudes of senior secondary school students in Nigeria. 80 students were assigned to either a Jigsaw II group or an individual computer instruction control group. Results showed that students in the Jigsaw II group performed better on a physics achievement test than those in the individual instruction group. Students in the Jigsaw II group also reported more positive attitudes towards physics. However, gender was found to have no influence on performance. The study concluded that using computer-supported cooperative learning strategies like Jigsaw II can improve students' learning and attitudes in physics classes.
Enhancing students’ mathematical representation and selfefficacy through situ...Sowanto Sanusi
This document discusses a study that used situation-based learning assisted by Geometer's Sketchpad program to enhance students' mathematical representation abilities and self-efficacy. The study found that students who learned through this method showed greater improvement in mathematical representation abilities compared to the regular teaching method. Additionally, there was no significant difference in self-efficacy between the two groups. The study implemented situation-based learning in 4 stages: 1) creating mathematical situations, 2) posing mathematical problems, 3) solving problems, and 4) applying mathematics. Students directly interacted with geometric objects using the program to help pose and solve problems.
How beginning teachers understand student thinking in calculusMatthew Leingang
Slides from a talk given by Tom Judson and me at the MAA Session on Research in Undergraduate Mathematics Education.
Abstract: "Every teacher of calculus encounters various degrees of student understanding. To be a successful teacher, it is essential to understand student misconceptions and to make clear explanations to one’s students. Our project is concerned with how new teachers develop their ability to understand student thinking. We conducted individual interviews with graduate students teaching calculus for the first time. We interviewed each graduate student before and after their first teaching assignment. The interviews were transcribed and coded for analysis. We will present the results of our findings in this talk. Our hope is to provide information to that will be useful in developing more effective teaching training programs for graduate students who will teach undergraduate mathematics."
1) The document discusses ways to assess student learning, including formative and summative assessments. Different types of assessments include tests, projects, and papers.
2) Effective assessment involves aligning objectives, instructional strategies, and assessments using backward design. Assessments should measure a variety of skills using tools like Bloom's Taxonomy.
3) Standardized tests are commonly used to compare students' performance against norms or criteria. Results are often reported using grades, percentiles, stanines, or standard scores. Reliability and validity are important characteristics of good assessments.
Differential Instruction University of Phoenix MTE 533Belinda Jennings
The document outlines a lesson plan for a 6th grade science class on weather maps and weather prediction. The lesson plan utilizes the trend of differentiated instruction called "Differentiate Through Teams" by having students work in groups to research and recreate different types of weather maps. Students will present their posters and answer questions as an assessment. The lesson incorporates various websites and allows students to work at their own pace while learning about weather forecasting tools and map interpretation.
Action research is a process where educators examine their own practices systematically using research methods to gather information and improve how they teach and how students learn. It was developed by Kurt Lewin in the 1930s and involves a cycle of planning, acting, observing, and reflecting to address issues in educational settings. The document provides definitions of action research, its history and key characteristics, as well as outlining the typical process and data collection tools used.
- The document summarizes research on supporting students' motivation in school, with a focus on classroom support for interest in math and science.
- Study 1 found that an instructional intervention to facilitate conceptual change in biology was only effective for students with high individual interest in biology.
- Study 2 found that situational interest in math predicted increases in individual interest in math over time.
- Study 3 found that instructional techniques like providing choice, real-world connections, and opportunities for involvement supported situational interest in science, which predicted individual interest.
The document discusses assessment for learning in schools. It distinguishes between different types of assessment like formative and summative assessment, and normative and criterion-referenced assessment. It also discusses why assessment is important, including to monitor student progress, identify learning needs, and inform teaching. Key concepts around assessment like validity and reliability are also covered. The document provides examples of assessing learning in the classroom through starters, plenaries, questioning, and written tasks. It emphasizes using assessment intelligently to promote student learning and provide feedback.
Classroom action research is a cyclical process where teachers systematically examine their educational practices using research techniques. It aims to remedy problems in specific situations and improve circumstances. The key characteristics are that it is situational, collaborative, participatory, and self-evaluative. There are two main types - practical action research conducted by individual teachers, and participatory action research involving students, teachers and parents. The research process involves planning, acting, observing, and reflecting through continuous cycles. Data can be collected through various strategies and analyzed both quantitatively and qualitatively. Advantages include deeper understanding and commitment to improvement, while disadvantages include lack of research skills and the time commitment required.
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
This study examined the effects of a cooperative learning training seminar on teachers' attitudes, knowledge, and perceptions of cooperative learning strategies. Eight teachers from a high school in Jamaica participated in the four-day seminar. Results showed that the training had a positive impact on teachers' attitudes toward cooperative learning and significantly increased their knowledge of the academic and social benefits. All teachers expressed a commitment to implementing cooperative learning strategies in their classrooms. The study recommended providing additional training to all teachers at the school and ongoing support to help teachers successfully adopt cooperative learning approaches.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
This document discusses the behaviorist approach to learning and teaching. It explains key behaviorist concepts like classical and operant conditioning, reinforcement and punishment. It also discusses how behaviorism can be applied in classroom settings to address common issues through techniques like positive reinforcement, shaping, and mastery learning. The document provides examples of how to write SMART objectives and defines applied behavior analysis as an intervention approach using functional analysis of behaviors.
The document discusses formative assessment and its integration into curriculum. It provides background on formative assessment, describing how it originated in the 1960s-1980s and was further developed and promoted by researchers like Black and Wiliam in the late 1990s. The document also outlines five key characteristics of formative assessment, including clarifying learning intentions, eliciting evidence of learning, providing feedback, activating students as teachers for each other, and empowering student ownership. A variety of specific formative assessment strategies are presented for implementing these characteristics in the classroom.
The document outlines an online course called "EngagingScience.eu/en/mooc" that teaches students science concepts and inquiry skills through problem-based learning lessons. The course uses two lessons - the first focuses students on learning key science concepts to apply to a problem, while the second teaches skills like decision making and justifying decisions based on evidence. The goal is to engage students in science and help them develop skills for active participation.
a handy document for high school and college that my assist in changing our atitudes in study habits and study skills so that we pass examinations and improve our grades and class performance
This document provides an introduction to research methods. It discusses why understanding research methods is important for interdisciplinary researchers and outlines different types of research such as quantitative, qualitative, and mixed methods. It also discusses how to experimentally measure learning, including within and between subjects designs. The document provides examples of how to design studies to obtain desired results and addresses important statistical concepts like independent and dependent variables. It raises considerations for survey design and cautions about assumptions of parametric statistics.
TSL3133 Topic 9 Data Collection InstrumentsYee Bee Choo
This document provides an overview of 12 common data collection instruments used in educational research: 1) Checklist, 2) Survey/Questionnaire, 3) Audio-visual recording, 4) Logs, 5) Field notes, 6) Interview, 7) Photo, 8) Portfolio, 9) Anecdote, 10) Journal/Diary, 11) Tests, and 12) Document analysis. For each instrument, a brief definition is given along with one or two examples of how it has been used in educational research studies. The document concludes with suggesting groups design a data collection instrument for a sample research question involving the use of comic strips in an English classroom.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Interdisciplinary Training in Mathematical Biology Through Team-based Undergr...Jason Miller
The document discusses the development of an interdisciplinary undergraduate program in mathematical biology at Truman State University. It describes how the program grew out of undergraduate research projects involving both mathematics and biology faculty mentoring students from different disciplines. The program now includes an interdisciplinary minor that requires hands-on research experience and competencies in areas like modeling, computation, and statistics. The speaker advocates for more programs training "convergent" scientists who can work across disciplinary boundaries.
This study examined the effect of the Science-Writing Heuristic (SWH) approach on 5th-6th grade students' critical thinking skills compared to a control group. Students in the SWH group received professional development on the SWH approach, which integrates literacy into science lessons through claim and evidence writing. Both groups took the Cornell Critical Thinking Test before and after the intervention. Results showed greater gains in critical thinking scores for the SWH group compared to the control group in both year 1 and year 2, with moderate to large effect sizes. The study aims to publish results and allow for future statistical analysis of subgroup differences.
This document summarizes user research conducted for the Feeler contextual inquiry case. The research included literature reviews, expert interviews, end-user interviews, focus groups, and workshops. The end-user interviews explored factors that impact student well-being and meaningful aspects to monitor to improve learning experiences. Focus groups involved a design game to discuss these topics. Workshops applied participatory design methods like concept mapping, prototyping, and idea generation to further explore learning, well-being, and how to quantify experiences. Co-design workshops with students then tested reflection on quantified self-data through a design game and prototyping.
1. Reducing statistics anxiety through use of student
1
2
immediacy behaviors and peer instruction
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Keith Starcher
CBFA Conference
June 26, 2012
4
Indiana Wesleyan University
6. Many students fear taking a
statistics course
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• Statistics anxiety has been defined simply
as anxiety that occurs as a result of
1
2
encountering statistics in any form and at
any level.
4
• With fear of failing, students delay enrolling
in statistics courses as long as possible
(Onwuegbuzie, 1997).
7. Fear of Statistics as a Subject
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• Statistics is seen by large numbers of
students (including college students) as
1
2
being a very rigorous and anxiety-inducing
subject to study (Sgoutas-Emch & Johnson,
4
1998).
8. How to Teach Statistics
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• Many instructors are frustrated in regards to
finding effective methods of teaching this
1
2
subject (Garfield and Ben-Zvi, 2002).
• Garfield and Ben-Zvi (2004) wrote that
4
although there is a great deal of statistics
instruction taking place, the research to
support statistics instruction is not well
known.
9. Most students dislike taking a
statistics course
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• Empirical evidence and anecdotal data
suggest that statistics is one of students’
1
2
most disliked subjects (Sciutto, 1995).
• Studies have demonstrated a negative
4
relationship between statistics anxiety and
performance (Tremblay et al., 2000).
10. The Purpose of this Research
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• To reduce statistics anxiety through use of
“student” (instructor) immediacy behaviors
and peer instruction (in-class student tutors)
1
2
in a sample of traditional undergraduate
business statistics students in a private
4
Midwestern university.
• To extend the literature by offering practical
insights on how course design and
classroom management may reduce
statistics anxiety.
11. Methodology
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• Instrument: Statistical Anxiety Rating Scale
(STARS) – (Cruise et al.1985).
1
2
• STARS is a 51-item, 5-point, Likert-type
instrument composed of two parts. The first
4
part includes 23 statements that are related
to statistical anxiety while the second part
includes 28 statements that deal with
attitudes toward statistics.
12. Methodology
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• There are six subscales in STARS:
– Worth of Statistics (16 items)
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2
– Interpretation Anxiety (11 items)
– Test/Class Anxiety (8 items)
4
– Computational Self-concept (7 items)
– Fear of Asking for Help (4 items)
– Fear of Statistics Teachers (5 items)
13. Methodology
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• This study used a pretest/posttest design
with 23 traditional undergraduate students
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2
completing the Statistical Anxiety Rating
Scale (STARS) instrument at the beginning
4
and end of a business statistics course
taught in a traditional classroom
environment.
• Pretest (1st day of class); Posttest (last week
of class)
14. Instructor Immediacy
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• Williams (2010) advised that instructors
increase their use of immediacy behaviors
1
2
in order to reduce statistics anxiety.
• When the instructor practices immediacy,
4
she engages in additional positive behaviors
such as praising students’ actions and
comments, encouraging students to share
their points of view, and engaging in
student-initiated discussion (Gorham,1988).
15. Peer Instruction
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• Peer Instruction engages students during
class through activities that require each
1
2
student to apply the core concepts being
presented, and then to explain those
4
concepts to their fellow students.
• Peer Instruction has been shown to improve
academic performance (Crouch, 2001).
16. Student Tutor
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• In our class the students were presented
with a problem. They would work on the
1
2
problem individually and then discuss the
solution with their group asking clarifying
questions of their group’s student tutor (1
4
tutor in each group of 4 students).
• The instructor roamed the classroom
checking in with each group as they
wrestled with the problem solution.
17. Course Design
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• To increase the perception of the usefulness
of statistics, students were required early in
1
2
the semester to read and write a reflection
paper on Super Crunchers: Why Thinking-
4
By-Numbers is the New Way To Be Smart
(Ayres, 2008).
18. Student Comments regarding Super
Crunchers
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I learned that statistics are used in nearly every
industry and can be seen all around us. The
book really made me think of daily activities in
2
a different way and opened my eyes up to how
important statistics are to our society today.
While super crunching helps us be more
1
4
effective, it does not mean we need to eliminate
all human “gut feelings” and simply look at
numbers. Rather, statistics should be a
foundation for our decisions and the human
“expertise” factor should be able to make a
better-educated decision in the end.
19. Course Design
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• The Test/Class Anxiety subscale is assumed
to assess anxiety experienced while taking
1
2
statistics courses and/or exams (higher
scores indicate higher levels of anxiety).
4
• This fear was addressed through the use of
open book, open note exams (test anxiety)
and student tutors (class anxiety).
20. Course Design
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• The Fear of Asking for Help subscale is
designed to assess anxiety experienced
1
2
when a person asks for help in statistics-
related problems (higher scores indicate
4
higher anxiety).
• This was addressed through student tutors.
21. Course Design
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• The Fear of Statistics Teachers subscale is
supposed to measure students’ perceptions
1
2
of statistics teachers (higher scores indicate
higher anxiety).
4
• This was addressed via instructor
immediacy behaviors.
27. Tutor Comments
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• Now, near semester’s end, how do you
think and feel about the idea of working as a
1
2
student tutor?
– I feel good about the idea of being a tutor
4
because I honestly think that having a
student/peer explain concepts to other students
helps the other students understand those
concepts.
28. Tutor Comments
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– I don’t mind it, but I don’t particularly enjoy it.
– It was a good experience over all; sometimes
1
2
hard to explain everything well.
– It was fine. Our group interacted well with
each other.
4
– I feel the same way about the idea of student
tutors because I did get to interact with and lead
other students.
– It was a good experience, but very stressful.
29. Non-tutor Comments
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• Now, near semester’s end, how do you
think and feel about the idea of working
1
2
with student tutor?
– I don’t think it was that big of a deal because it
4
just meant that if I didn’t know how to do
something, I knew whom to ask for help and
we’d learn together.
– I liked it. It was more comfortable to ask
questions.
30. Non-tutor Comments
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– It was very helpful and made it easier to learn.
– It helped out a lot by providing quicker answers
1
2
to questions I had.
– I thought the student tutors were very helpful.
They gave me reassurance and someone to lean
4
on when I needed help.
– I liked it. Usually I don’t like to talk a lot, so
when I was stuck, the tutor asked me, “Do you
get it?” That helped me.
31. Non-tutor Comments
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– I am glad I had one. She has helped me
understand the material better and has been a
2
good leader.
1
– I still like it knowing they are easy to contact
with any questions I have.
4
– I feel great about it. Our tutor really helped our
group out.
– I think it went well and benefited me. I was
able to get help and work through any problems
I had.
32. Next time…
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• Obtain more individual test performance
• Obtain more individual homework
1
2
performance
• Provide them with a meaningful yet rich
4
data set for analysis
• Make the final applied statistics paper an
individual (not a group) project