Enhancing Secondary School Students’ Understanding of Descriptive Statistics Using a Modeling Instructional Approach
The purpose of this study is to explain how secondary students can enhance their understanding of descriptive statistics using Modeling Approach and to what extent do students improve their achievement of procedural and conceptual understanding in descriptive statistics using Modeling Instructional Approach. The study was conducted at two secondary schools in urban district in West Oromia Zone, Ethiopia. For comparisons, four grade nine sections with a total of 163 students were selected by purposive sampling technique. Quality Assurance Guide instrument was used to assess students’ models on Model Eliciting Activities (MEA). Standard questions were used for achievement tests on procedural and conceptual understanding of descriptive statistics. The quantitative data of the study was analyzed using descriptive statistics, and independent t-test. The qualitative data of the study was analyzed using thematic and content analyses. The findings of this study are: though students found MEAs cognitively challenging tasks, they constructed different models working in a team collaboratively. The study showed students more likely can enhance their critical understanding of descriptive statistics and gain modeling experiences working on relevant non-routine tasks like MEAs and doing project on their own themes. Also a statistically significant difference was found on conceptual understanding achievement test with medium effect size using Modeling Approach, but no statistical significant difference was found on procedural understanding achievement test except female comparison. The findings of this study suggested students more likely enhanced their understanding of descriptive statistics using Modeling Approach.
Mulugeta Woldemicheal Gebresenbet,
Mulugeta Atnafu Ayele,
Enhancing Secondary School Students’ Understanding of Descriptive Statistics Using a Modeling Instructional Approach, Education Journal.
Vol. 6, No. 1,
2017, pp. 5-21.
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