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首页> 外文期刊>Journal of Statistics Education >A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class
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A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

机译：对网络素养的传统，完全在线学习和统计素养课上的翻转部分的学生态度，统计推理，表现和知觉的比较

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Web-augmented traditional lecture, fully online, and flipped sections, all taught by the same instructor with the same course schedule, assignments, and exams in the same semester, were compared with regards to student attitudes; statistical reasoning; performance on common exams, homework, and projects; and perceptions of the course and instructor. The Survey of Attitudes Toward Statistics-36 (SATS-36) instrument and eight questions from the Statistical Reasoning Assessment (SRA) were given both at the beginning and end of the semester to measure change. The students selected their own sections, but the students in the sections were similar demographically, with similar pre-course college grade point averages. The SATS-36 showed increases in affect, cognitive competence, and perceived easiness and decreases in value, interest, and effort from beginning to end of the semester for all sections. Only affect and perceived easiness showed any differences for section, with traditional higher than online on average for both. Results from the SRA questions showed an increase in correct statistical reasoning skills and decrease in misconceptions for all sections over the semester. Traditional students scored higher on average on all three exams, but there were no significant differences between sections on homework, the project, or on university evaluations of the course or instructor. Results are contextualized with prior educational research on course modalities, and proposals for future research are provided.
机译：比较了由网络授课的传统讲义，完全在线的讲义和翻转的讲义，这些讲义均由同一位教师在同一学期以相同的课程表，作业和考试进行授课，并就学生的态度进行了比较;统计推理;在普通考试，家庭作业和项目中的表现;对课程和讲师的看法。在学期开始和结束时都给出了对统计态度调查（SATS-36）的工具和统计推理评估（SRA）的八个问题，以衡量变化。学生选择了自己的部分，但是这些部分的学生在人口统计学上相似，并且其学前大学平均分均值相似。从各个学期的开始到结束，SATS-36的情感，认知能力和感知的易感性都有所增加，而价值，兴趣和精力却有所减少。仅影响和感知的易用性显示出部分差异，传统的两者均高于在线。 SRA问题的结果表明，在整个学期中，所有部分的正确统计推理能力均得到提高，误解减少。传统学生在所有三项考试中的平均得分都较高，但是在功课，项目或大学对课程或讲师的评估之间，各部分之间没有显着差异。将结果与先前关于课程模式的教育研究结合起来，并提供未来研究的建议。

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