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The Effectiveness of Teaching Methods in Statistics 1 The Running Head: THE EFFECTIVENESS OF TEACHING METHODS IN STATISTICS 1 THE EFFECTIVENESS OF INQUIRY-BASED VS. DIDACTIC TEACHING METHODS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS A dissertation presented to The Faculty of the College of Education Florida Gulf Coast University In partial fulfillment of the requirement for the degree of Doctor of Education By ROBERT L. NICHOLS 2017 THE EFFECTIVENESS OF TEACHING METHODS IN STATISTICS 2 APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Education ____________________________ Robert L. Nichols Approved: May 2017 ____________________________ Lynn K. Wilder, Ed.D. Committee Chair / Advisor ____________________________ Elia Vázquez-Montilla, Ph.D. ____________________________ Charles Lindsey, Ph.D. The final copy of this dissertation has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. THE EFFECTIVENESS OF TEACHING METHODS IN STATISTICS 3 Abstract This study explored the impact of instructional style in the teaching of introductory statistics on students’ attitudes towards statistics and on students’ academic outcomes in statistics courses. Four university statistics instructors were surveyed to identify their instructional style. In addition, their students’ (� = 313) mean course scores and mean scores on the Learning Outcomes for Statistical Methods instrument were analyzed. Based on an independent measure of learning outcomes for students, the data indicate instructional styles that are more inquiry- based may be more effective overall for student achievement on the Learning Outcomes for Statistical Methods instrument. There was a significant decrease found between pre- and post- survey SATS-36 means for the students’ Value, Interest, and Effort component scores. This indicates students found less value, interest, and effort required for statistics after taking a statistical methods course. In addition, students who score higher on the pre-SATS-36 Affect, Cognitive, and Effort sub-scores tended to have higher final course averages. In an analysis of gender, male students view statistics more favorably than female students, male students believe statistics is more difficult than female students, and male students believe statistics requires less effort than female students. Finally, students with a higher stress level tended to have a lower Learning Outcomes for Statistical Methods average. Keywords: statistics education, undergraduate statistics instructional styles, learning outcomes, statistical attitudes. THE EFFECTIVENESS OF TEACHING METHODS IN STATISTICS 4 Dedication To my best friend, Joseph Altomere, whose countless hours of support have led me to pursue my dreams, to my father and sister who always believed I could do anything I wanted, and to Millie Lugo who provided encouragement for me to grow as a professional early in my teaching career. THE EFFECTIVENESS OF TEACHING METHODS IN STATISTICS 5 Acknowledgments There are many people I wish to acknowledge and thank for their help and guidance. First, I would like to thank all the members of my dissertation committee, Dr. Lynn Wilder, Dr. Elia Vázquez-Montilla, and Dr. Charles Lindsey, for their time, expertise, and ongoing support. Dr. Lynn Wilder has been my dissertation committee chair and advisor and provided guidance both professionally and personally. Dr. Elia Vázquez-Montilla provided me with opportunities to begin thinking about multicultural education in mathematics. Dr. Charles Lindsey sparked my interest in the topic for this study by allowing me to participate in a program evaluation. I would also like to thank Dr. Diane Schmidt for being my masters advisor and starting as my doctoral advisor prior to her retirement. It was her class that first opened my mind to inquiry teaching in mathematics. I would also like to thank Dr. Richard Schnackenberg and Dr. Menaka Navartna for supporting me as my department chairs while I was an instructor and working toward my doctoral degree. Lastly, I would like to thank Mr. Larry Southard for providing many excellent adventures during this journey. THE EFFECTIVENESS OF TEACHING METHODS IN STATISTICS 6 Table of Contents CHAPTER I .................................................................................................................................... 9 INTRODUCTION .......................................................................................................................... 9 Brief Literature Review .................................................................................................................. 9 Learning Theory .......................................................................................................................... 9 Curriculum Theory .................................................................................................................... 10 Instructional Practices ............................................................................................................... 12 Technology ............................................................................................................................... 13 Statement of the Problem .............................................................................................................. 14 Statement of Purpose .................................................................................................................... 15 Research Questions ....................................................................................................................... 15 Definition of Terms and Variables ............................................................................................... 16 Terms ........................................................................................................................................ 16 Variables ................................................................................................................................... 18 Significance of the Study .............................................................................................................. 18 Study Overview ............................................................................................................................ 18 Data Collection ......................................................................................................................... 19 Analysis..................................................................................................................................... 20 Summary ................................................................................................................................... 21 CHAPTER II ................................................................................................................................. 23 LITERATURE REVIEW ............................................................................................................. 23 Learning Theory ........................................................................................................................ 23 Curriculum Theory .................................................................................................................... 23 Pre-Modern Curriculum ............................................................................................................ 24 Modern Curriculum .................................................................................................................. 25 Post-Modern Curriculum .......................................................................................................... 28 Didactic Instruction ................................................................................................................... 30 Inquiry Instruction .................................................................................................................... 32 Instructional Practices ............................................................................................................... 34 Technology ............................................................................................................................... 35 Mathematical Literacy .................................................................................................................. 36 THE EFFECTIVENESS OF TEACHING METHODS IN STATISTICS 7 Low Socioeconomic Status. .................................................................................................. 36 Best Practices in Literacy. ..................................................................................................... 36 Reciprocal Learning. ............................................................................................................. 37 Multiple Identities. ................................................................................................................ 37 Perspectives in Literacy Change Over Time. ....................................................................... 39 Culture in Mathematics Education ............................................................................................ 40 Pedagogy and Practice. ......................................................................................................... 40 Culture and Power. ...............................................................................................................
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