Think-Aloud Interviews: A Tool for Exploring Student Statistical Reasoning

Reinhart, Alex; Evans, Ciaran; Luby, Amanda; Orellana, Josue; Meyer, Martha J.; Wieczorek, Jerzy; Elliott, Peter; Burckhardt, Philipp; Nugent, Rebecca

doi:10.1080/26939169.2022.2063209

Cited by 19 publications

(8 citation statements)

References 36 publications

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“…Plain language summaries of each outcome and a summary of Delphi scores (if available) obtained for each outcome from the COSTIL and iCHOOSE COS studies will be also presented. Each CL will then have an opportunity to comment on these descriptions and results through think-aloud interviews [12], a technique also used in the iCHOOSE COS to improve questionnaire development and to refine the list of outcomes [4]. The recorded interviews conducted over 'Zoom' will be used to examine how CLs interpret outcome descriptions and to review the relevance (scope) of each outcome with respect to a LMiC setting, and with some knowledge on how outcomes were rated in the two previous related COS studies.…”

Section: Review Of a List Of Outcomesmentioning

confidence: 99%

Protocol for the development of a meta-core outcome set for stillbirth prevention and bereavement care following stillbirth

Dube

Ayebare

Bakhbakhi

et al. 2022

Preprint

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Introduction A stillbirth is the death of a baby before or during birth and accounts for about 14 in every 1,000 births globally with the highest rates seen in Sub-Saharan Africa and South Asia. Stillbirth prevention and bereavement care following stillbirth remains a challenge, particularly in Low-Middle Income Countries (LMiC). One approach to improvement is the prioritisation of women/family-centred care. However, there are a large variety of outcomes measured in stillbirth studies and consensus on the outcomes that matter most to women and families is often lacking, which can impact on the ability to make informed decisions about improved care practices. To help mitigate this problem, a core outcome set (COS) has been developed for stillbirth prevention and another COS has recently been finalised for care after stillbirth. Despite the majority of stillbirths occurring in LMiC involvement in these studies is tokenistic and therefore the outcomes may not reflect the needs of parents or communities in these settings. The aim is to develop standard sets of outcomes for use in all interventional studies for stillbirth prevention and bereavement care using participants from predominantly Sub-Saharan Africa and South Asia, where the burden of stillbirth is highest. Methods/Design This study will involve three stages in the development of the COS: (1) a list of outcomes will be identified from multiple sources, specifically existing reviews of outcomes and a targeted qualitative literature review of studies that have interviewed parents who have experienced stillbirth and healthcare professionals working in this field across Sub-Saharan Africa and South Asia. (2) The list of outcomes will first be reviewed by in-country leads and scored by multiple stakeholder groups in a real-time online Delphi survey. (3) The results of the Delphi will be summarised and discussed at a face-to-face or virtual consensus meeting with representation from all stakeholder groups. Discussion As well as improving the consistency of outcomes for future research in an LMiC setting, these COS will harmonise with the existing COS in this field developed in a high income setting. The final output will be a global meta-COS, a recommended set of outcomes that can be used in stillbirth research worldwide.

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Section: Review Of a List Of Outcomesmentioning

confidence: 99%

Protocol for the development of a meta-core outcome set for stillbirth prevention and bereavement care following stillbirth

Dube

Ayebare

Bakhbakhi

et al. 2022

Preprint

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show abstract

“…In the current study, we investigate if causal diagrams, even presented in a very informal way, could help students to draw appropriate conclusions. Therefore, we try to add to the available empirical evidence given by, for example, Ellison (2021) about classifying covariates or Reinhart et al (2022), who explored students reasoning about correlation and causation.…”

Section: Motivationmentioning

confidence: 99%

Causal Diagrams for Descriptive Statistics

Lübke¹,

Gehrke²

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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Without random sampling and/or random allocation, even descriptive statistics such as simple means or proportions can be quite misleading. Therefore, causal diagrams were added to existing course materials to address this topic and to illustrate the differences between random and convenience samples and between observational and experimental studies. We assessed student understanding in different courses with a pre-/post-survey. Additionally, we asked students to evaluate the helpfulness of the diagrams for their understanding. There is a statistically discernible positive effect with 280 students from more than seven different courses on pre- to post-knowledge. Also, most of the students agreed with the statement that the causal diagrams helped in their understanding.

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“…Problem solving questions are felt to be able to develop students' reasoning abilities. With the TAPPS (Think Aloud Pair Problem Solving) method, assistant students analyze a problem, then convey it to their partners or to their groups (DiNapoli & Miller, 2022;Reinhart et al, 2022). With the method (Think Aloud Pair Problem Solving) activities are carried out with small heterogeneous groups so that it requires students to be active as speakers and as listeners.…”

Section: Introductionmentioning

confidence: 99%

Learning Fiqh Based on the TAPPS (Think Aloud Pair Problem Solving) Method in Improving Student Learning Outcomes

Fatimah¹,

Asy’ari²,

Sandria³

et al. 2023

At-tadzkir

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The research aimed to determine how fiqh learning is based on the TAPPS (Think Aloud Pair Problem Solving) method in improving student-learning outcomes at MAN 1 Mojokerto. This research used qualitative research. The researcher used a case study approach. The Data was collected through observation, interviews, and documentation. This research showed that the process and implementation of fiqh learning include 3 processes, namely planning, implementation, and evaluation where planning included all initial activities in implementing the TAPPS Method. The implementation included the process of implementing RPP (Learning Implementation Plan) in applying the TAPPS Method, evaluation included a final assessment of the learning process so that it could find out student learning outcomes Furthermore, learning outcomes included three aspects of assessment, namely, assessment of affective (attitude), cognitive (ability) and psychomotor (skills) aspects. Students had a significant increase in learning outcomes and had good interpersonal skills development. Appraising from the progress of the student learning process, the development of interpersonal skills possessed by students was oriented to thinking skills which included intellectual abilities. In addition, students also could master and develop well what they have learned.

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Think-Aloud Interviews: A Tool for Exploring Student Statistical Reasoning

Cited by 19 publications

References 36 publications

Protocol for the development of a meta-core outcome set for stillbirth prevention and bereavement care following stillbirth

Protocol for the development of a meta-core outcome set for stillbirth prevention and bereavement care following stillbirth

Causal Diagrams for Descriptive Statistics

Learning Fiqh Based on the TAPPS (Think Aloud Pair Problem Solving) Method in Improving Student Learning Outcomes

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