Transcript Independent Interactive Inquiry

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
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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 student’s 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
Post
Test
Test
Wrong
0 to 2
Right
3 to 4
Wrong
0 to 2
66
36
Right
3 to 4
1
7
17
21
one
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