Introducing Conditional Probability Using the Monty Hall Problem

Autor/inn/en	Feliciano-Semidei, Ricela; Wu, Ke; Chaphalkar, Rachel M.
Titel	Introducing Conditional Probability Using the Monty Hall Problem
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 2, S.93-108, Artikel 7 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teaching Methods; Undergraduate Students; Statistics Education; Introductory Courses; Probability; Outcomes of Education; Taxonomy; Student Attitudes; Attitude Change; Game Based Learning + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lernleistung; Schulerfolg; Taxonomie; Schülerverhalten; Attitudinal change; Einstellungsänderung
Abstract	This study developed a teaching module that incorporated the Monty Hall problem to introduce conditional probability in a college introductory statistics course. This teaching module integrated a guess -- experiment -- discussion approach with game-based instruction. The researchers piloted this module and made modifications. The work of 20 non-mathematics major undergraduate students was examined for changes in their perceptions about conditional probability through a pre-and-post survey design. The Structure of the Observed Learning Outcome (SOLO) taxonomy was used for data analysis to show the quality of the student work. Findings suggest that most students' perceptions were at higher levels after the teaching module. [Note: The page range (93-109) shown on the PDF is incorrect. The correct page range is 93-108.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01