Implementation of Pedagogical Research into Statistical Courses to Develop Students’ Statistical Literacy

Gonda, Dalibor; Pavlovičová, Gabriela; Ďuriš, Viliam; Tirpáková, Anna

doi:10.3390/math10111793

Cited by 9 publications

(7 citation statements)

References 50 publications

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“…Our study opens up an interesting new line of research related to the fact that students who perceive themselves as more competent may devote attentional resources to perform a multitude of tasks in the course of their classes, including checking their mobile devices [44,45]. The importance of teachers employing active teaching strategies that link theory and practice [54] may lead to improved sustained attention during lessons in mathematical subjects, using their mobile devices to consult subject-related information and interact with each other in the course of collaborative activities [58].…”

Section: Discussionmentioning

confidence: 92%

“…It has even been proposed that poor academic performance could be a significant predisposing factor-along with other factors such as difficulties in selfregulation-in the development of IA [17] and phubbing. This relationship between AI, phubbing, and academic performance is especially relevant in mathematics and changing the negative prior attitudes in university students towards these subjects is complex [54] and this may contribute negatively to their mathematical achievement and learning. In addition, self-perceived mathematical competence (SMC), negative prior experiences, and achievement motivation are all processes that affect performance in these subjects [34,55,56].…”

Section: Introductionmentioning

confidence: 99%

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Internet Addiction, Phubbing, Psychological Variables and Self-Perception of Mathematical Competence in College Students

et al. 2022

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Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as well as possible gender differences. Results showed (n = 715; Mean Age = 21.7) gender differences in lack of planning, emotional investment and somatisation and IA correlated positively with app addiction, mobile addiction, and psychopathology. A total of 26.3% of IA can be explained by a lack of self-control, time and performance management, mobile phone addiction, anxiety and psychological distress. Finally, 71% of students believe that the use of new technologies has worsened their SMC and this is correlated with impaired communication, obsession with mobile phones, IA (Total Phubbing Scale) and impulsiveness. Our results indicate the importance of taking into account psychological variables that affect the development of IA, phubbing, and SMC in the university population.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Internet Addiction, Phubbing, Psychological Variables and Self-Perception of Mathematical Competence in College Students

et al. 2022

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“…La perspectiva del ODS5 enfatiza la importancia de esta formación, permitiendo a los estudiantes adquirir competencias para manejar datos. Además, esta formación promueve la alfabetización estocástica y habilidades esenciales para la sostenibilidad, fomentando la construcción de un futuro sostenible (Gonda et al, 2022;Vásquez et al, 2022).…”

Section: Otros Antecedentesunclassified

Propuesta de un ciclo formativo para la enseñanza de la estocástica y el desarrollo sostenible en futuros profesores de educación primaria mediante el estudio de clases

Shih Su,

Díaz-Levicoy,

Chih Hsu

2024

Form. Univ.

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Este estudio propone un ciclo formativo de enseñanza de estadística y probabilidad, el cual es integrado en educación para el desarrollo sostenible para futuros profesores de educación primaria. El ciclo formativo se fundamenta en el estudio de clases, el modelo de conocimientos y competencias didáctico-matemática y la enseñanza de la estadística mediante proyectos, contextualizado en la equidad de género. A través de un enfoque cualitativo de investigación-acción participativa, se analizan las interacciones entre tres formadores y dos expertos en educación matemática. Un total de 33 participantes son divididos en dos grupos de futuros profesores de educación primaria especializados en matemática en una universidad de la zona central de Chile. Los resultados evidencian avances en la alfabetización estadística y probabilística, y competencias de sostenibilidad en los futuros profesores de educación primaria. En conclusión, el ciclo formativo diseñado y validado para trabajar estadística y probabilidad desde estos enfoques facilita la comprensión de conceptos estadísticos, probabilísticos y de desarrollo sostenible.

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“…According to Gonda (2022), basic and significant skills that can be used to comprehend statistical data or research findings are included in statistical literacy. One of the many basic skills is being literate in Statistics.…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Guided Analysis Tool Pack (S-Gat) Improved Students’ Performance in Statistics: Experimental Approach

Ramos¹,

Sapin

Yazon

et al. 2023

AQA

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Nowadays, there are different platforms, applications, and software available, yet it is not implemented nor integrated into the class discussion as part of teaching and learning. SPSS, Jamovi, and even Microsoft Excel are some that may be used by the students for the statistical treatment of data. Students are lacking the advantage to be equipped with technology in this kind of situation. They are becoming incompetent to other students who have the skills in using the different applications as mentioned above.This study aimed to determine the effectiveness of Self-guided Analysis Tool Pack (S-GAT) as a supplementary material in improving students’ performance in Statistics. The researcher used quasi-experimental research. The respondents were selected Grade 12 students. Two sections were selected as the comparison and experimental group. From these participants, the researcher match-paired the scores in pretest as basis to form the students under comparison group and those in experimental group. The prescribed module was used by the comparison group while the experimental group utilized SGAT. The statistical tools used were the weighted mean, Standard Deviation, Independent Samples t-test and Paired Samples T-test. The researcher also utilized Cohen’s d to determine the effect size. Findings revealed that S-GAT and prescribed module improved students’ performance in Statistics. Both groups had improvement in their performance revealed in their posttest scores, however, students who used SGAT had significantly higher performance than those who used the prescribed module as revealed in the posttest scores. S-GAT is effective and may be utilized as supplementary material in Statistics. Thus, the researcher encouraged other teacher-researchers to innovate technology-based instructional materials to enhance the student’s performance in general.

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Implementation of Pedagogical Research into Statistical Courses to Develop Students’ Statistical Literacy

Cited by 9 publications

References 50 publications

Internet Addiction, Phubbing, Psychological Variables and Self-Perception of Mathematical Competence in College Students

Internet Addiction, Phubbing, Psychological Variables and Self-Perception of Mathematical Competence in College Students

Propuesta de un ciclo formativo para la enseñanza de la estocástica y el desarrollo sostenible en futuros profesores de educación primaria mediante el estudio de clases

Self-Guided Analysis Tool Pack (S-Gat) Improved Students’ Performance in Statistics: Experimental Approach

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