PREPARING HIGH SCHOOL STUDENTS FOR SUCCESS IN ADVANCED PLACEMENT STATISTICS: AN INVESTIGATION OF PEDAGOGIES AND STRATEGIES USED IN AN ONLINE ADVANCED PLACEMENT STATISTICS COURSE

1 online resource (167 pages) : PDF

2012

University of North Carolina at Charlotte

ABSTRACTJAMES THOMSON POTTER III. Preparing high school students for success in advanced placement statistics: an investigation of pedagogies and strategies used in an online advanced placement statistics course.(Under the direction of DR. RICH LAMBERT) Research into teaching practices and strategies has been performed separately in AP Statistics and in K-12 online learning (Garfield, 2002; Ferdig, DiPietro, Black & Dawson, 2009). This study seeks combine the two and build on the need for more investigation into online teaching and learning in specific content (Ferdig et al, 2009; DiPietro, 2010). Using a mixed methods approach, this investigation aims to look specifically at three items - teacher practices in the course, student preferences regarding the use of three instructional support tools offered electronically through the course, and the effects of student feedback on achievement in four content areas. Student surveys, teacher interviews and discussions were used to investigate teaching practices and student preferences. Multivariate statistical procedures were conducted to determine feedback effects on student achievement. It was found that teachers in the course looked to communicate with their students in ways that are most popular with students. Texting and instant message were two common methods. It was also discovered that teachers used reflective practices on a regular basis to improve the course for the current year and future years. Teachers in the course also used internet tools to help students enhance content understanding and review for the national AP Exam. Of three support tools looked at in the course, it was revealed that students preferred the instructional videos most. It was also noted that much of the class either did not use the support tools or did not prefer them. Hierarchical Linear Modeling showed that grade level and prior achievement are statistically significant as predictors of achievement. The multivariate analysis also revealed that student feedback was not statistically significant as a predictor of achievement.

doctoral dissertations

Mathematics--Study and teaching
Educational leadership
Educational technology

D.Ed.

Online Learning
Statistics Education
Teaching Practices

Educational Leadership

Lambert, Rich

DiPietro, Meredith
Shore, Rebecca
Pugalee, David

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2012.

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

PotterIII_uncc_0694D_10336

http://hdl.handle.net/20.500.13093/etd:1230