Independent Interactive InquiryBased (I3) Learning Modules Lisa Green,
Independent Interactive InquiryBased (I3) Learning Modules Lisa Green, Ph.D. Scott McDaniel, Ed.D. Ginger Rowell, Ph.D. Marisella Castro, Graduate Assistant Kai Guo, Graduate Assistant Middle Tennessee State University Outline Hypothesis Project Goals
Implementation Results Further Work Hypothesis By using audio-visual technology, interactive learning modules for teaching statistics can be developed that will provide opportunities for students to complete inquiry-based learning independent of a teacher. Project Goals Develop discovery-based interactive audio-visual instructional modules to improve student learning of post-calculus probability and statistics concepts. Evaluate the effectiveness of this learning approach and these learning objects.
Implementation Statistical Significance http://mcdaniel.mtsu.edu/ I_cubed/I_cubed/ Learning Goals: Use simulation to help develop the understanding of the concept of statistical significance. Evaluation of Module The Statistical Significance module was assigned to 110 students in both Calculus-based and nonCalculus based classes. Students took a pre-test, then did the module. Answers from the wrap-up portion of the module were compared to answers from the pre-test.
Questions Pretest Question: Define p-value in the context of a difference between groups. Wrap-up Question: If the p-value is around 5% or less, would you say that the difference in the two groups is likely to have occurred by some treatment other than chance? Explain. Rubric 4 points: Exemplary Response, All of the following characteristics must be present. The answer is correct. The explanation is clear and complete. 3 points: Good Response, Exactly one of the
following characteristics is present. The answer is correct but there is a minor flaw in wording The explanation lacks clarity The explanation is incomplete Rubric (Continued) 2 points: Inadequate Response, Exactly two of the characteristics in the 3point section are present OR One or more of the following characteristics are present. The answer is incorrect due to a major flaw the wording but implies some understanding of the concept.
Explanation lacks clarity or is incomplete but does indicate some correct and relevant reasoning. There is a partial explanation but the thought is not carried out 1 point: Poor Response, two of the following characteristics must be present. The answer is incorrect. The explanation, if any, uses irrelevant arguments. The explanation just restates the problem in other words 0 points: No Response The students paper is blank or contains only wording that appears to have no relevance to the problem. Rubric (Continued) Examples for Statistical Significance: 4: The p-value is the probability of obtaining a result at least as extreme as the given data point. The p-value of an observed value is the probability that, given that the null
hypothesis is true, it will have a value as or more unfavorable to the null hypothesis. 3: The p value provides evidence that the results do not occur by random sampling variations alone. 2: P-values can indicate if there is a significant difference in values or treatments. 1: The probability that an event will occur. 0: I don't know what it means. Graders There were 3 independent graders: A Graduate Assistant reviewed and graded each response first. Each response was then graded separately by Dr. Green and Dr. McDaniel. Lastly, Dr. Green and Dr. McDaniel met to discuss any grading issues that may have come up during the
initial grading. Results Score Pre-Test: Define p-value in the context of a difference between groups. four 4 three 4 two
17 21 one Post Test Test Wrong 0 to 2 Right 3 to 4
Wrong 0 to 2 66 36 Right 3 to 4 1 7 64
zero 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
Percentage Post-Test: If the p-value is around 5% or less, would you say that the difference in the two groups is likely to have occurred by some treatment other than chance? four 4 three Score Pre 39
two 20 29 one 18 zero 0 0.1 0.2 0.3
0.4 Percentage 0.5 0.6 0.7 Future Work Construct questions so that they can be graded more easily. Change the wording of some questions students may have found to be confusing. Prepare Learning Modules for release.
Create addition modules. I3 Learning Modules This project has been made possible from funding by the National Science Foundation (NSF) Division of Undergraduate Education Materials Development Proof-of-Concept grant. NSF #0443088
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