A Comparative Study Exploring the Association of Flipped and Traditional Instructional Approaches with Students' Performances, Attitudes, Mathematical Mindsets and Learning Styles in an Introductory Statistics Course

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Autor/in	Powell, Amber
Titel	A Comparative Study Exploring the Association of Flipped and Traditional Instructional Approaches with Students' Performances, Attitudes, Mathematical Mindsets and Learning Styles in an Introductory Statistics Course
Quelle	(2017), (199 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-0973-7
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Homework; Video Technology; Program Effectiveness; Comparative Analysis; Conventional Instruction; Statistics; Mathematics Instruction; Student Attitudes; Teaching Methods; Mathematics Skills; Mathematical Concepts; Concept Formation; Problem Solving; Time; Correlation; Instructional Materials; Computer Software; Statistical Analysis; Qualitative Research; Mathematics Achievement; Grades (Scholastic); Surveys; Blended Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Statistik; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Problemlösen; Zeit; Korrelation; Lehrmaterial; Lehrmittel; Statistische Analyse; Qualitative Forschung; Mathmatics sikills; Mathematical ability; Notenspiegel; Survey; Umfrage; Befragung
Abstract	Flipped instructional approaches are innovative instructional practices that focus on students reviewing the lecture materials outside of class and working on homework problems during class time. A growing body of research highlights the effectiveness of flipped instructional approaches in improving student performance in statistics courses. However, there are many questions unanswered regarding whether and how the flipped class instructional approaches influence student learning. This dissertation examines whether students perform better when learning in a flipped instructional approach over a traditional instructional approach. This study also examines the effect of a flipped instructional approach on student statistical attitudes, mathematical mindsets and learning styles, as these attributes may contribute to student success in statistics. Students' procedural fluency, conceptual understanding and ability to complete real-world problems was also investigated. Furthermore, this dissertation explores the relationship between the amount of time students taught using a flipped instructional approach engage with course materials outside of class and their performance in statistics. Several research instruments were utilized to determine the effect of the instructional approach utilized on student learning. Unlike prior research, this study utilized online software that monitored and recorded the number of minutes that students in the flipped instructional approach engaged with instructional materials. Both quantitative and qualitative analysis techniques were used in this study. The results of this study showed that while there was no significant difference in student performances based upon instructional approaches, students in the flipped instructional section had higher conceptual understanding and procedural fluency on final exam problems over students in the traditional instructional approach. In addition, student attitudes decreased regardless of instructional section. Students with growth mindsets had higher performances than others regardless of instructional section. Finally, the amounts of time that students engaged with videos in the flipped instructional section had a significant effect on their grades, and there was a significant effect with students' attendance on their grades. Survey results revealed that students had mixed feelings about their experiences learning under the flipped instructional approach. Further research is needed in order to validate these results, as this study utilize a small sample size of students not equally represented across cross sections. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01