WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2020-12-30 DOI:10.52041/SERJ.V19I3.55

C. Batanero, Nuria Begué, M. Borovcnik, M. Gea

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引用次数: 3

Abstract

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here. First published December 2020 at Statistics Education Research Journal: Archives

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高中生理解比例抽样分布的方法

在西班牙，课程指南以及社会科学高中生（17-18岁）的大学入学考试都包括抽样分布。为了分析对这一概念的理解，我们对234名学生进行了抽样调查。我们对他们进行了问卷调查，并询问了一半人对他们的回答的理由。问卷由四项抽样任务组成，两种样本量（n=100和10）和人口比例（等于或不同于0.5）系统地变化。实验同时从学生那里收集了两个数据，即关于他们对均值的感知和关于他们对抽样分布变化的理解。对学生回答的分析表明，他们很好地理解了人口中理论比例与样本比例之间的关系。然而，在较大的样本中，采样变异性被高估了。我们还观察到学生的各种类型的偏见思维：等概率偏见和近因偏见，以及确定性的前概念。本文还讨论了任务变量对学生反应的影响。2020年12月首次发表在《统计教育研究杂志：档案》上

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.