| dc.description.abstract | The objective of the present study is to (1) investigate the learning effects (with misconception index) of statistical correlation concepts for high school students using the Simulation Assisted Statistical Understanding (SASU); (2) analyze the attitude change in high school students towards statistics before and after using SASU; (3) and examine the learning process and thinking methods of high school students using SASU in learning statistics.
Results of the present study are as follows:
1.Students’ learning process is affected by misconception
Every activity in the SASU system focus on a specific misconception, the process of using SASU was affected by misconception. For misconceptions of the same category ( for instance, misconceptions originated from not understanding positive correlation ) , if one misconception can be clarified through teaching activities in the SASU system, other misconceptions in the same category was easier to learn.
2.An interaction effect was present between students’’ learning strategy and SASU effects
Learning strategies are affected by individual differences in misconception, as concepts can be clarified through operating in activities. Students were divided into different groups to use the SASU, including correct concept group, effective group, careless group, strategic group, lack of induction group, lack of transference group
and lazy group. The SASU system demonstrated different effectiveness for students in different groups.
3.SASU was effective in assisting students understand the abstract concept of correlation in statistics
The SASU system was based on computer simulation technology, and conception change method in teaching. Results indicated SASU was effective in improve students’ learning effects, and sustain the effects for a month.
4.SASU was effective in improving students’ attitude in learning statistics
Unlike usual classroom teaching, everyday situations were incorporated into SASU assessment questions, allowing students to appreciate the practicality of statistics and in turn, to develop an interest. Results showed SASU was effective in improving students’ attitude towards statistics. | en_US |