SavedAdd your journal

Journals / Kastamonu Education Journal / 2015 / Cilt: 23 Sayı: 2

The Effect Of Project Based Learning On The Statistical Literacy Levels: Central Tendency And Dispersion Measures

Proje Tabanlı Öğrenmenin Öğrencilerin Merkezi Eğilim Ve Yayılım Ölçülerine Yönelik İstatistiksel Okuryazarlık Seviyelerine Etkisi

Timur KOPARAN
Bülent GÜVEN
Pages
773–796
Publication Date
2015-05-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of the study revealed that the project based learning increased students’ statistical literacy levels towards central tendency and dispersion measures in the intervention group.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigates the effect of project based learning approach on students’ statistical literacy levels towards central tendency and dispersion measures.
📊
Key Findings & Data:The data were analysed using Rasch (1980) model.
💡
Conclusion & Impact:The results of the study revealed that the project based learning increased students’ statistical literacy levels towards central tendency and dispersion measures in the intervention group.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Proje tabanlı öğrenme · istatistiksel okuryazarlık · merkezi eğilim ve yayılım ölçüleri

Abstract

This study investigates the effect of project based learning approach on students’ statistical literacy levels towards central tendency and dispersion measures. Quasi-experimental research model was used. A test was developed and applied as pre and post-tests. The data were analysed using Rasch (1980) model. All raw scores transformed lineer scores by Winsteps 3.72 and ANCOVA analysis is used. Person item maps were produced and study supplemented with qualitative data. The results of the study revealed that the project based learning increased students’ statistical literacy levels towards central tendency and dispersion measures in the intervention group.

Özet

Bu çalışma ile proje tabanlı öğrenme yaklaşımının öğrencilerin merkezi eğilim ve yayılım ölçülerine yönelik istatistiksel okuryazarlık seviyelerine etkisinin ortaya çıkarılması amaçlanmıştır. Yarı deneysel çalışma yönteminin benimsendiği çalışmada, deney grubunda proje tabanlı öğrenme, kontrol grubunda ise geleneksel yaklaşım etkinlikleri yürütülmüştür. Geliştirilen veri toplama aracı gruplara uygulama öncesi ve uygulama sonrası uygulanmıştır. Elde edilen ham puanlar Rasch analizi yapan bir program ile lineer puanlara dönüştürülmüştür. Bu lineer puanlar ile ANCOVA analizi yapılmıştır. Uygulama öncesi ve sonrası istatistiksel okuryazarlık seviyeleri kişi madde haritaları ile ortaya konmuştur. Ayrıca deney grubunda yapılan mülakatlar nitel olarak değerlendirilmiştir. Elde edilen bulgulara göre proje tabanlı öğrenme yaklaşımının öğrencilerin merkezi eğilim ve yayılım ölçülerine yönelik istatistiksel okuryazarlık seviyelerini arttırdığı sonucuna varılmıştır.

🔖

Cite This Article

KOPARAN, T., GÜVEN, B. (2015). The Effect Of Project Based Learning On The Statistical Literacy Levels: Central Tendency And Dispersion Measures. Kastamonu Education Journal, Cilt: 23 Sayı: 2, 773–796. https://ajindex.com/articles/940884

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Australian Education Council (1991). A national statement on mathematics for Australian schools. Melbourne: Author. Australian Education Council., (1994). Mathematics: A curriculum profile for Australian schools. Carlton, Victoria: Curriculum Corporation. Biggs, J., Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York, NY: Academic Press.
  2. Bond, T. G., Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum. Bryce, G. R. (2005). Developing tomorrow’s statistician. Journal of Statistics Education, 13(1). http://www.amstat.org/publications/jse/v13n1/bryce.html
  3. Callingham, R. & Watson, J. M. (2005). Measuring statistical literacy. Journal of Applied Measurement, 6 (1), 29, 19–47.
  4. Capel, A.D. (1885). Catch guestions in aritmetic mensuretion and how to solve them. London: Joseph Hughes. Carnell, L.J. (2008). The effect of a student-designed data collection project on attitudes to- wards statistics. Journal of Statistics Education, 16(1). Cook, C.M.A. (1998). Designing a first experiment: A project for design of experiment cour- ses. The American Statistician, 52(4), 338–342.
  5. Elhan A. H, Atakurt Y. (2005). Ölçeklerin değerlendirilmesinde niçin Rasch analizi kullanıl- malıdır? Ankara Üniversitesi Tıp Fakültesi Mecmuası 2005; 58, 47–50
  6. Gal, I. (2004). Adult’s statistical literacy: Meaning, components, responsibilities In D. Ben- Zvi & J. Garfield (Eds ), The challenge of developing statistical literacy, reasoning, and thinking, 47–78. Dordrecht: Kluwer Gal, I. (2002). Adult statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70(1), 1–25.
  7. GAISE (2005). Guidelines for assessment and instruction in statistics education (GAISE) re- port: A curriculum framework for PreK–12 statistics education. The American Statistical Association (ASA). http://www.amstat.org/education/gaise/
  8. Garfield, J. (1995). How students learn statistics. International Statistical Review, 63(1). 25–34.
  9. Garfield, J. ve Gal, I. (1999). Assessment and statistics education: Current challenges and directions. International Statistical Review, 67(1), 1–12.
  10. Garfield, J., Ben-Zvi, D. (2007). Developing Students’ Statistical Reasoning: Connecting Re- search and Teaching Practice. Emeryville, CA: Key College Publishing. Izard, J., Haines, C., Crouch, R., Houston, S., Neill, N. (2003). Assessing the impact of the teaching of modelling: Some implications. In S. La