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An online interactive simulation to aid the learning of probability.
by
Roger Gossett & Richard Haynes
London Metropolitan University
Presentation OverviewProject Aim
To develop an on-line computer operated resource to aid the learning of probability.
Development of resource
Testing
Evaluation
Findings
Future direction
Why probability?
Research methods
Why use computer assisted learning?
Conceptual representation
Student background
Mature
Little science
Little mathematics GCSE grade C
alternative qualifications
little familiarity with basic mathematical procedures such as fractions, decimals and percentages
Research Design
Quantitative and Qualitative
Quantitative
Three mathematical tests
Test 1 – before any teaching (baseline)
Test 2 – following on-line teaching
Test 3 – following traditional lecture
Questions graded according to Blooms Taxonomy of learning objectives (knowledge, comprehension, application, analysis, synthesis and evaluation).
Quantitative data – analysis
Legend: Group A Group B
Test Scores Low Level Objectives
Test Number
321
Mea
n T
est
Sco
re
12.0
11.5
11.0
10.5
10.0
9.5
9.0
8.5
Test Scores High Level Objectives
Test Number
321
Mea
n T
est
Sco
re
6.6
6.4
6.2
6.0
5.8
5.6
5.4
Quantitative data – findings
For low level objectives
The computer simulation was no better at improving student learning than the traditional lecture.
High level objectives
Although computer simulation methods can enrich a student’s learning experience, additional activities are required in order for students to change their misconceptions.
Research Design: QualitativeOpen ended questionnaire
Inductive content analysis
Used for three purposes
(I) to inform the evaluation of the resource
(II) to gain feedback on the affective learning experience of the students across both learning modes
(III) to aid the development of an evaluative questionnaire to be used in an extended project
Qualitative: data collection and analysisContent Analysis – Online teaching
32 open-ended questionnaires produced 247 statements
95
201
102
23
6
0
20
40
60
80
100
120
Higher order themes
Lower order
Content Analysis – face to face teaching
13
6
1115
1
19
1
48
23 24
1
42
8 60
10
20
30
40
50
60
Lectu
re fa
voure
d ove
r sim
ulatio
n
Simula
tion fa
voure
d ove
r lec
ture
Content p
ositiv
e as
pects
Content n
egat
ive
aspec
ts
Struct
ure p
ositiv
e as
pects
Struct
ure n
egat
ive
aspec
ts
Test n
egat
ive
aspec
ts
Deliv
ery
positiv
e as
pects
Deliv
ery
negat
ive
aspec
ts
Studen
t per
form
ance
posi
tive
aspec
ts
Studen
t per
form
ance
neg
ativ
e as
pects
Prior l
earn
ing
OIR p
ositiv
e as
pects
Enhance
d lear
ning
General dimension (GD)Teacher centred aspects
GD Studentcentred aspects
Higherorder
themes
The evaluative questionnaire
“Is this resource an effective way of supporting the learning of probability?”
Statement Lecture Simulation
1There were few mistakes in this presentation.
SA A U D SD SA A U D SD
2The information presented was at the correct level.
SA A U D SD SA A U D SD
The 465 raw data statements were condensed into 36 statements for the questionnaire.
Generating questionnaire statements from raw data
81 low er order themes
On-line teaching247 raw data statements
73 low er order themes
F2F teaching218 raw data statements
465 Raw data statements
Lower order themes were the common denominator between the content analysis and the
development of the evaluative questionnaire.
Combination of lower order themes within the on-line teaching situation.
Lower order themes
On-line teaching Mediation Resulting statement
Examples useful (1)explanations useful (1) simulation useful (1) simulation improved understanding (1)
Four lower order themes combined into a single statement
The examples and explanations helped my understanding
More explanation needed (1) explanations inflexible (1) explanations incomplete (1)Insufficient examples (4) …
Eight lower order themes combined into a single statement
I would have preferred more explanations and examples
48 pooled low er order statments
36 joint statements
37 combined low er order statements
81 low er order themes (on-line)
21 low er order statements
73 low er order themes (F2F)
Pooling the statements made it clear that there were similarities in the affective feedback not only within but across teaching situations.
Condensing of pooled statements resulted in 36 statements equally applicable to both teaching situations.
Further developments (1)Improve SENDA compatibility
Explore gender differences
Develop a more intellectually challenging resource
Improve interactivity
Develop resource as a series of learning objects
Quantitative tests to include a more even spread of questions across learning objectives
Further developments (2)
Increase sample size with students from a greater variety of backgrounds
Use alternative qualitative data collection techniques
Test transfer of learning by ability in a different context
Continue evaluation using the questionnaire
Test validity of questionnaire using factor analysis