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

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Potter III, J. (2012). PREPARING HIGH SCHOOL STUDENTS FOR SUCCESS IN ADVANCED PLACEMENT STATISTICS: AN INVESTIGATION OF PEDAGOGIES AND STRATEGIES USED IN AN ONLINE ADVANCED PLACEMENT STATISTICS COURSE. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

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.

Details
Author

Potter III, James

Title

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

Physical Description

1 online resource (167 pages) : PDF

Date

2012

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

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.

Genre

doctoral dissertations

Subjects--Topics

Mathematics--Study and teaching
Educational leadership
Educational technology

Degree

D.Ed.

Keywords

Online Learning
Statistics Education
Teaching Practices

Subject Area

Educational Leadership

Advisor(s)

Lambert, Rich

Committee Members

DiPietro, Meredith
Shore, Rebecca
Pugalee, David

Degree Note

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

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

PotterIII_uncc_0694D_10336

Permalink

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