WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

2021 ◽  
Vol 19 (3) ◽  
Author(s):  
CARMEN BATANERO ◽  
NURIA BEGUÉ ◽  
MANFRED BOROVCNIK ◽  
MARÍA M. GEA
Keyword(s):  
High School ◽  
High School Students ◽  
Statistics Education ◽  
Sampling Distribution ◽  
School Students ◽  
Research Journal ◽  
Science High School ◽  
Sample Proportion ◽  
The University ◽  
The Relationship

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here. First published December 2020 at Statistics Education Research Journal: Archives

WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
CARMEN BATANERO ◽  
NURIA BEGUÉ ◽  
MANFRED BOROVCNIK ◽  
MARÍA M. GEA
Keyword(s):  
High School ◽  
High School Students ◽  
Statistics Education ◽  
Sampling Distribution ◽  
School Students ◽  
Research Journal ◽  
Science High School ◽  
Sample Proportion ◽  
The University ◽  
The Relationship

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here. First published December 2020 at Statistics Education Research Journal: Archives

Talent research and teacher training for gifted education

2012 ◽  
Vol 29 (2) ◽  
pp. 162-173
Author(s):  
Imre Dávid ◽  
László Balogh
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Training ◽  
Gifted Education ◽  
Training Programme ◽  
Historical Background ◽  
School Students ◽  
Psychological Examination ◽  
The University ◽  
The Relationship

The objective of our article is to give an outline of the work carried out in assisting gifted individuals at the University of Debrecen. We also give an account of the historical background of our institute, including the relationship between our doctoral programme and gifted education; in addition, we run a teacher training programme that awards a specialist degree in gifted education. The second section contains the description of a research project that focused on a multi-aspect psychological examination of teachers working with gifted high school students.

scholarly journals HUBUNGAN ANTARA KREATIVITAS DENGAN HASIL BELAJAR KOGNITIF SISWA KELAS X IPA BASIC SMA ABC PADA PEMBELAJARAN MATEMATIKA [ON THE RELATIONSHIP BETWEEN CREATIVITY AND COGNITIVE LEARNING OUTCOMES OF GRADE 10 BASIC SCIENCE HIGH SCHOOL STUDENTS IN MATHEMATICS LEARNING]

2018 ◽  
Vol 2 (1) ◽  
pp. 34
Author(s):  
Evander Banjarnahor ◽  
Yonathan Winardi ◽  
Kurnia Putri Sepdikasari Dirgantoro
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Basic Science ◽  
Mathematics Learning ◽  
Cognitive Learning ◽  
School Students ◽  
Science High School ◽  
The Relationship ◽  
Cognitive Learning Outcomes

<p>Creativity is a very important aspect of learning, including learning mathematics, because creativity helps students in problem solving. This article is an associative quantitative correlational research to determine the relationship between creativity and cognitive learning outcomes of students in grade 10 (basic science track) at a high school in Tangerang. Data collection techniques were carried out by questionnaires and tests. The questionnaire obtained data on the students' creativity and the tests gathered data on the students' cognitive learning outcomes. The results of the study showed that the creativity of the students were categorized as (1) high (14.29%) , (2) quite high at 55.10%, (3) fair (26.53%) and (4) low (4.08 %). For the cognitive learning outcomes, students were categorized as (1) high (44.90%), (2) quite high (28.57%), (3) average (22.45%) and (4) low (4.08%). This study shows that there is a positive and significant association (r = 0.372, p = 0.004) between creativity and cognitive learning outcomes of these grade 10 students presented by the regression equation Y = 9.908 + 0.638 X.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kreativitas merupakan salah satu aspek yang sangat penting dalam pembelajaran, termasuk dalam pembelajaran matematika, karena kreativitas membantu siswa dalam pemecahan masalah.  Artikel ini merupakan suatu penelitian kuantitatif asosiatif korelasional untuk mengetahui ada tidaknya hubungan antara kreativitas dengan hasil belajar kognitif siswa kelas X IPA Basic SMA ABC Tangerang. Teknik pengumpulan data dilakukan dengan angket dan tes. Angket digunakan untuk memperoleh data mengenai kreativitas siswa dan tes untuk memperoleh data mengenai hasil belajar kognitif siswa. Hasil penelitian ini menunjukkan bahwa kreatifitas siswa kelas X IPA Basic SMA ABC Tangerang dapat dikategorikan sebagai (1) tinggi (14,29%), (2) cukup tinggi (55,10%), (3) rata-rata (26,53%) dan (4) rendah (4,08%). Sedangkan hasil belajar kognitif siswa kelas X IPA Basic SMA ABC  Tangerang dapat dikategorikan sebagai (1) tinggi (44,90%), cukup tinggi (28,57%), rata-rata (22,45%) (4) rendah (4,08%). Penelitian ini menunjukkan bahwa terdapat asosiasi positif dan signifikan ( r = 0.372, p = 0.004) antara kreativitas dengan hasil belajar kognitif siswa kelas X IPA Basic SMA ABC, yang dinyatakan dengan persamaan regresi.</p>

scholarly journals TEACHING PROBABILITY WITH THE SUPPORT OF THE R STATISTICAL SOFTWARE

2014 ◽  
Vol 13 (2) ◽  
pp. 132-147
Author(s):  
ROBSON DOS SANTOS FERREIRA ◽  
VERÔNICA YUMI KATAOKA ◽  
MONICA KARRER
Keyword(s):  
High School ◽  
Education Research ◽  
High School Students ◽  
Statistics Education ◽  
Teaching Experiment ◽  
School Students ◽  
Statistical Software ◽  
Research Journal ◽  
Tree Diagram ◽  
Basic Concepts

The objective of this paper is to discuss aspects of high school students’ learning of probability in a context where they are supported by the statistical software R. We report on the application of a teaching experiment, constructed using the perspective of Gal’s probabilistic literacy and Papert’s constructionism. The results show improvement in students’ learning of basic concepts, such as: random experiment, estimation of probabilities, and calculation of probabilities using a tree diagram. The use of R allowed students to extend their reasoning beyond that developed from paper-and-pencil approaches, since it made it possible for them to work with a larger number of simulations, and go beyond the standard equiprobability assumption in coin tosses. First published November 2014 at Statistics Education Research Journal Archives

scholarly journals DATA LITERACY IS STATISTICAL LITERACY

2017 ◽  
Vol 16 (1) ◽  
pp. 22-25
Author(s):  
ROBERT GOULD
Keyword(s):  
High School ◽  
Education Research ◽  
High School Students ◽  
Data Science ◽  
Science Curriculum ◽  
Statistics Education ◽  
School Students ◽  
Statistical Literacy ◽  
Data Literacy ◽  
Research Journal

Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals Effective Communication in Indonesian High School: The Ombuds Office Criteria

2021 ◽  
pp. 15-19
Author(s):  
Wida Wulandari ◽  
◽  
Hari Mulyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Research Method ◽  
Effective Communication ◽  
School Students ◽  
University Of Louisville ◽  
The University ◽  
The Relationship ◽  
Scale Data

This study aims to determine the relationship and strength of the relationship between factors that influence effective communication. The research method in this study is an explanatory survey with data collection techniques using a questionnaire from The Ombuds Office of the University of Louisville using a Likert scale. Data were processed with SPSS 23 and analyzed using SEM multiple regression CFA factor analysis approach. The results showed that 65% and 78.1% understanding and expression factors had a very strong influence on the effective communication skills of high school students

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