Proposal Abstract

The purpose of this study was to promote statistical literacy and statistical reasoning and to develop autonomous learning. The research methodology applied was the design-based research. The intervention was in the unit of Frequency Distributions. In stage one, the researcher decided to design eight self-instructional modules to promote the statistical literacy and to develop autonomous learning; followed by the peer instruction to achieve the statistical reasoning. In phase two, twenty students of a postgraduate course on Statistics participated in this research. A pretest was administered for each module, then students learn by themselves each instructional module and finally a posttest was administered for each module. Afterwards, the peer instruction was presented for each module. This study in the second phase proved that the combination of the self-instructional modules and the peer instruction promotes statistical literacy and statistical reasoning and supports self-learning.

Location

Room 2905

Publication Type and Release Option

Presentation (Open Access)

 
Mar 10th, 4:00 PM Mar 10th, 4:45 PM

Instructional Design and Peer Instruction in the Teaching of Statistics

Room 2905

The purpose of this study was to promote statistical literacy and statistical reasoning and to develop autonomous learning. The research methodology applied was the design-based research. The intervention was in the unit of Frequency Distributions. In stage one, the researcher decided to design eight self-instructional modules to promote the statistical literacy and to develop autonomous learning; followed by the peer instruction to achieve the statistical reasoning. In phase two, twenty students of a postgraduate course on Statistics participated in this research. A pretest was administered for each module, then students learn by themselves each instructional module and finally a posttest was administered for each module. Afterwards, the peer instruction was presented for each module. This study in the second phase proved that the combination of the self-instructional modules and the peer instruction promotes statistical literacy and statistical reasoning and supports self-learning.