Independent Interactive InquiryBased I3 Learning Modules

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Independent Interactive Inquiry-Based (I3)
Learning Modules

• Lisa Green, Ph.D.
• Scott McDaniel, Ed.D.
• Ginger Rowell, Ph.D.
• Marisella Castro, Graduate Assistant
• Kai Guo, Graduate Assistant
• Middle Tennessee State University

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Outline

• Hypothesis
• Project Goals
• Implementation
• Results
• Further Work

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Hypothesis

• By using audio-visual technology, interactive
  learning modules for teaching statistics can be
  developed that will provide opportunities for
  students to complete inquiry-based learning
  independent of a teacher.

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Project Goals

• Develop discovery-based interactive audio-visual
  instructional modules to improve student learning
  of post-calculus probability and statistics
  concepts.
• Evaluate the effectiveness of this learning
  approach and these learning objects.

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Implementation
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Statistical Significance
http//mcdaniel.mtsu.edu/I_cubed/I_cubed/
Learning Goals Use simulation to help develop
the understanding of the concept of statistical
significance.
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Evaluation of Module

• The Statistical Significance module was assigned
  to 110 students in both Calculus-based and
  non-Calculus based classes.
• Students took a pre-test, then did the module.
  Answers from the wrap-up portion of the module
  were compared to answers from the pre-test.

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Questions

• Pretest Question
• Define p-value in the context of a difference
  between groups.
• Wrap-up Question
• If the p-value is around 5 or less, would you
  say that the difference in the two groups is
  likely to have occurred by some treatment other
  than chance? Explain.

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Rubric

• 4 points Exemplary Response, All of the
  following characteristics must be present.
• The answer is correct.
• The explanation is clear and complete.
• 3 points Good Response, Exactly one of the
  following characteristics is present.
• The answer is correct but there is a minor flaw
  in wording
• The explanation lacks clarity
• The explanation is incomplete

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Rubric (Continued)

• 2 points Inadequate Response, Exactly two of the
  characteristics in the 3-point section are
  present OR One or more of the following
  characteristics are present.
• The answer is incorrect due to a major flaw the
  wording but implies some understanding of the
  concept.
• Explanation lacks clarity or is incomplete but
  does indicate some correct and relevant
  reasoning.
• There is a partial explanation but the thought is
  not carried out
• 1 point Poor Response, two of the following
  characteristics must be present.
• The answer is incorrect.
• The explanation, if any, uses irrelevant
  arguments.
• The explanation just restates the problem in
  other words
• 0 points No Response
• The students paper is blank or contains only
  wording that appears to have no relevance to the
  problem.

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Rubric (Continued)

• Examples for Statistical Significance
• 4 The p-value is the probability of obtaining a
  result at least as extreme as the given data
  point. The p-value of an observed value is the
  probability that, given that the null hypothesis
  is true, it will have a value as or more
  unfavorable to the null hypothesis.
• 3 The p value provides evidence that the
  results do not occur by random sampling
  variations alone.
• 2 P-values can indicate if there is a
  significant difference in values or treatments.
• 1 The probability that an event will occur.
• 0 I don't know what it means.

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Graders

• There were 3 independent graders
• A Graduate Assistant reviewed and graded each
  response first.
• Each response was then graded separately by Dr.
  Green and Dr. McDaniel.
• Lastly, Dr. Green and Dr. McDaniel met to discuss
  any grading issues that may have come up during
  the initial grading.

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Results
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Future Work

• Construct questions so that they can be graded
  more easily.
• Change the wording of some questions students may
  have found to be confusing.
• Prepare Learning Modules for release.
• Create addition modules.

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I3 Learning Modules

• This project has been made possible from funding
  by the National Science Foundation (NSF) Division
  of Undergraduate Education Materials Development
  Proof-of-Concept grant.
• NSF 0443088