Effectiveness of fathom®-based instruction in enhancing statistical reasoning of form four students / Nanteni Ganesan

Nanteni , Ganesan (2019) Effectiveness of fathom®-based instruction in enhancing statistical reasoning of form four students / Nanteni Ganesan. Masters thesis, Universiti Malaya.

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Abstract

The goal of Statistics Education is to improve statistical literacy and developing statistical reasoning skills in the classroom. Although learning of statistics begins from preschool to professional level, but many students are not proficient in statistical reasoning. This study aims at investigating the effectiveness of Fathombased Instruction in Enhancing Statistical Reasoning among Form Four Students. To answer the four research questions of this study, a quasi-experimental non-equivalent pretest-posttest design was employed. One of the International schools in Selangor participated in this study two classes participated with one as the experimental group (N = 34) and the other as the control group (N = 38). The experimental group used the Fathom-based instruction on Statistical Reasoning Learning Environment (SRLE) guidelines, and the control group was taught using the traditional approach without Fathom software. An instrument called Statistical Reasoning Assessment was used to measure students’ statistical reasoning ability across the four constructs in Statistical Reasoning namely, Describing Data, Organizing Data, Representing Data and Analyzing and Interpreting Data before and after treatments for the two groups. The result from the non-directional paired-samples t-test revealed the students’ statistical reasoning ability in experimental groups improved significantly after the treatment. One-way ANCOVA results indicated that there was a significant difference in statistical reasoning ability between students in the two groups. In addition, the estimated marginal means of posttest score of the students used Fathombased instruction performed better than students in control group. The pairedsamples t-test showed there is a statistically significant mean difference for all the four constructs of Statistical Reasoning (Describing data Organizing Data, Representing Data and Analyzing and Interpreting Data) in experimental group after the intervention. Also, the results of MANCOVA showed that there was a significant difference across four statistical reasoning constructs between students in control and experimental groups. Furthermore, the results of the analysis emphasized that the students learned statistical reasoning using Fathom-based instruction in the experimental group performed better than students in the control group. In brief, the form four students' statistical reasoning improved after the implementation of Fathom-based instruction. This study also suggested the need for using technology such as Fathom in mathematics classroom to improve students' statistical reasoning. Teachers can provide a variety of technology-based activities in the form of modules or instructional materials as guidance for the teachers.

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