Independent Interactive Inquiry-Based (I3) Learning Modules

Lisa Green, Ph.D.Scott McDaniel, Ed.D.Ginger Rowell, Ph.D.

Marisella Castro, Graduate AssistantKai 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

Learning Goals: Use simulation to help develop the understanding of the concept of statistical significance.

http://mcdaniel.mtsu.edu/I_cubed/I_cubed/

Evaluation of Module

• The Statistical Significance module was assigned to 110 students in both Calculus-based and non-Calculus 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 3-point 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.

ResultsPre-Test: Define “p-value” in the context of a

difference between groups.

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7

zero

one

two

three

four

Sco

re

Percentage

4

4

17

21

64

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?

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7

zero

one

two

three

four

Sco

re

Percentage

4

39

20

29

18

Pre Post Test

Test Wrong0 to 2

Right3 to 4

Wrong0 to 2

66 36

Right3 to 4

1 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