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Captivating Students in the 21 st Century Using Online SPSS Simulations to Support Statistical Techniques Dr Andrew Clegg Principal Lecturer for Learning.

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Presentation on theme: "Captivating Students in the 21 st Century Using Online SPSS Simulations to Support Statistical Techniques Dr Andrew Clegg Principal Lecturer for Learning."— Presentation transcript:

1 Captivating Students in the 21 st Century Using Online SPSS Simulations to Support Statistical Techniques Dr Andrew Clegg Principal Lecturer for Learning and Teaching Programme Co-ordinator for Tourism Management

2 To examine the use of online simulations to support the development of statistical techniques as part of a wider blended learning strategy Case Study

3 Background: Statistics – The Problem Child

4 Background: GSCE Entry Profile – Business & Management Sports Science undergraduates - 80% had GCSE grades C or B; 7% were either mature students or marks were not available, so only 13% of students had higher than GCSE B

5 Background: GSCE Entry Profile – Business & Management How do I calculate a percentage?

6 Background: GSCE Entry Profile – Business & Management How do I calculate a percentage? I hate Maths!

7 Background: GSCE Entry Profile – Business & Management How do I calculate a percentage? I hate Maths! How does this relate to my degree?

8 Student Attitudes to Statistics Zeidner (1990) * – Statistics Anxiety a performance characterised by extensive worry, intrusive thoughts, mental disorganization, tension, and physiological arousal … when exposed to statistics content, problems, instructional situations, or evaluative contexts, and is commonly claimed to debilitate performance in a wide variety of academic situations by interfering with the manipulation of statistics data and solution of statistics problems [*cited in Onwuegbuzie and Wilson, 2003, p. 196]

9 Student Attitudes to Statistics A scan of the available literature reveals a common and persistent theme: High levels of anxiety... for many students statistics is perhaps the most anxiety-provoking, difficult, or critical subject within their courses of study (Baharun & Porter, 2009) Statistics courses are viewed by most students as an obstacle standing in the way of attaining their desired degree (Perney and Ravid, 1991) While the material covered, the level of difficultly, and the approach vary enormously, most have one aspect in common: the course is typically the most unpopular in the academic programme (Keller et al, 1988)

10 Student Attitudes to Statistics Maths anxiety is transferred to statistics anxiety (Perney & David, 1990) Problems of contextualisation – where, why and how does it fit in? Emergence of wider Research Methods Anxiety (Papanastasiou & Zembylas, 2008) Coping strategy – failure is a foregone conclusion therefore accept low grade in a statistics module and recoup elsewhere – priority is a pass mark (40%)

11 Student Attitudes to Statistics Cruise et al (1985): Components of Anxiety

12 Background: Grade Profile

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14 Rationale: Simulations in Context

15 Rationale The development of a blended learning approach to statistics to: To reduce student anxiety and improve student understanding and confidence in the applied use of basic statistical techniques To help students application of statistics through scenario- based exercises To provide self-directed support for statistical analysis using SPSS and Access To provide a quantitative foundation for additional research skills, and the formulation of Level 3 Management Projects/Dissertations

16 Blended Learning Approach Moodle VLE Statistics Workbook & Logbook Captivate Simulations Online Quizzes & Assessment Mobile Guides

17 Adobe Captivate

18 Captivate Features Authoring tool designed to create software demonstrations, software simulations, branched scenarios, and randomized quiz files Capability to build and edit interactive software demonstrations, recording in real time or using screen capture that snaps a sequence of still images and then builds mouse movement simulations to create the appearance of a running program Capability to add captions, clickable hotspots, text entry boxes, rollovers, videos, etc

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24 Example Simulation: Student T-Test

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47 Student Feedback

48 Student Feedback % of students made use of online simulations at some point during the module [n=62]

49 Student Feedback [n=62]

50 Student Feedback [n=62]

51 Feedback from Pilot Group The percentage of students scoring 60% or higher, increased from 22% in to 50% in [ = 27%] Students scoring between 40 and 49% dropped from 44% to 16% over the same time period [ = 25%] General feedback was that it improved the understanding of basics techniques and that the content should be expanded Quizzes for in-class activities and formative assessment

52 Operational Considerations Software is very intuitive but time consuming Storyboarding and rehearsal is needed to avoid errors The design element for online testing is rather cumbersome (improvements due in Captivate V5) Need direct access to a website to publish Contribute files as you need to able to save a folder to the server Files can be saved and distributed as Flash Objects Can be used on any windows-based software (with automatic annotation)

53 The Wider Story: Blended Learning

54 Blended Learning Approach Simulations used as part of a wider approach to blended learning within new VLE

55 Blended Learning Approach

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57 Statistics manual and logbooks Purpose-built data file – 300 business entries, 52 variables

58 Blended Learning Approach Scenario-based approaches

59 Blended Learning Approach Mobile reference guide

60 Blended Learning Approach Bristol Online Survey Tool

61 Blended Learning Approach

62 Summary

63 Online simulations provide a useful vehicle for providing remote support for students – not a substitute for face-to-face sessions given student anxiety levels Developed as part of a broader approach to blending learning Focus on contextualisation of key statistical techniques through applied examples and students own data Online simulations are time consuming to produce so develop as a central resource across programmes to avoid duplication Approach is transferable to any theme /area (e.g. library induction / referencing etc) Have a go for free with Jing

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65 Captivating Students in the 21 st Century Using Online SPSS Simulations to Support Statistical Techniques Dr Andrew Clegg Principal Lecturer for Learning and Teaching Programme Co-ordinator for Tourism Management


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