Blended Learning Modality in Teaching Statistics in a Graduate Program of a State University in the Philippines

IF 0.5 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY
Manuel Ortiz Malonisio
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引用次数: 0

Abstract

Graduate students commonly experience apprehension towards statistics courses, leading to lower achievement and negative perceptions of the subject. This mixed-methods research study aimed to explore the effects of blended learning on graduate students' achievement and perception of statistics in the Master of Arts in Education program. Blended learning combines online and face-to-face learning modalities. The study included 67 participants who completed tests for parametric and non-parametric statistics and 12 who underwent interviews. Results showed that students showed mastery of specific statistical topics, particularly correlation and regression tests and tests of difference with paired and independent samples. The students attributed their success to blended learning, which promotes flexibility, ease of learning statistics, independent learning, and motivation. Regardless of the field of specialization, students' scores in statistics were similar. However, challenges such as internet connection, software use, and technicalities of concepts and software like SPSS were reported. This study suggests that blended learning is beneficial for improving graduate students' achievement and perception of statistics and that proper support and guidance are needed to address the challenges of this learning modality.
菲律宾一所州立大学研究生课程统计学教学中的混合式学习模式
研究生通常会对统计学课程感到恐惧,导致成绩下降和对这门学科的负面看法。本研究旨在探讨混合式学习对教育学硕士研究生成绩及统计学认知的影响。混合式学习结合了在线和面对面的学习方式。该研究包括67名参与者,他们完成了参数和非参数统计测试,12人接受了访谈。结果显示,学生掌握了特定的统计主题,特别是相关和回归检验以及配对和独立样本的差异检验。学生们将他们的成功归功于混合式学习,这种学习方式提高了灵活性、学习统计数据的便利性、自主学习和积极性。不管专业是什么,学生在统计学上的分数是相似的。然而,挑战,如互联网连接,软件的使用,和技术的概念和软件,如SPSS报告。本研究表明,混合学习有利于提高研究生的成绩和对统计的认知,需要适当的支持和指导来应对这种学习方式的挑战。
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来源期刊
Jurnal Ilmiah Peuradeun
Jurnal Ilmiah Peuradeun SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
1.00
自引率
80.00%
发文量
50
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