id: 06248022
dt: j
an: 2014a.00803
au: Trumpower, David L.
ti: Formative use of intuitive analysis of variance.
so: Math. Think. Learn. 15, No. 4, 291-313 (2013).
py: 2013
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: K75 C35 D75 D45
ut: inferential reasoning; analysis of variance; ANOVA; statistics; intuitive
analysis of variance; conceptual difficulties; improvement; formative
strategies
ci:
li: doi:10.1080/10986065.2013.830952
ab: Summary: Students’ informal inferential reasoning (IIR) is often
inconsistent with the normative logic underlying formal statistical
methods such as analysis of variance (ANOVA), even after instruction.
In two experiments reported here, student’s IIR was assessed using an
intuitive ANOVA task at the beginning and end of a statistics course.
In both experiments, students were provided feedback regarding the
normative logic underlying ANOVA and how their reasoning compared with
it. Additionally, students in experiment 2 were given an assignment in
which they analyzed and interpreted other students’ performance on
the intuitive ANOVA task. Results indicate that the feedback combined
with the assignment (which required active explanation of both
normative and non-normative reasoning applied to the task) led to more
normative inferential reasoning at the end of the course, whereas
providing feedback alone did not. Implications are discussed for using
the intuitive ANOVA task as a formative classroom tool to help students
improve their conceptual understanding of ANOVA.
rv: