EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Dr. Bethany Flora
Dr. Donald Good, Dr. Catherine Glascock, Dr. Karen King
This study evaluated whether significant differences in statistical reasoning abilities exist for completers of short online instructional videos and formative quizzes for students in undergraduate introductory statistics courses. Data for the study were gathered during the Fall 2013 semester at a community college in Northeast Tennessee.
Computer-based pedagogical tools can promote improved conceptual reasoning ability (Trumpower & Sarwar, 2010; Van der Merwe, 2012). Additionally, prior research demonstrated a significant relationship between formative quiz access and student achievement (Stull, Majerich, Bernacki, Varnum, & Ducette, 2011; Wilson, Boyd, Chen, & Jamal, 2011), as well as multimedia object access and student achievement (Bliwise, 2005; Miller, 2013). Four research questions were used to guide the study. A series of analysis of variance (ANOVA) statistical procedures was used to analyze the data.
Findings indicated no significant differences in statistical reasoning abilities between students who were provided access to supplemental online instructional videos and formative quizzes and students who were not provided access. Moreover, statistical reasoning abilities did not differ significantly based upon number of quizzes successfully completed, average number of quiz attempts, or number of videos accessed.
Dissertation - unrestricted
Ramey, James M., "Differences in Statistical Reasoning Abilities through Behavioral-Cognitive Combinations of Videos and Formative Assessments in Undergraduate Statistics Courses" (2015). Electronic Theses and Dissertations. Paper 2494. https://dc.etsu.edu/etd/2494