Integrating technology in a constructivist based instruction on selected topics in infrential statistics

• Main Author: Astillero, Adonis
• Format: text
• Language: English
• Published: Animo Repository 2008
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3708
• Institution: De La Salle University

The study investigated the college students level of understanding of Inferential Statistics in a constructivist-based instruction using the computer technology. The subjects of the study were 32 first year nursing students, 9 male and 23 female who were officially enrolled in a class on Inferential Statistics during the second semester of school year 2007-2008. Specifically, the study 1. What is the level of conceptual and procedural understanding in Inferential Statistics in the different instructional activities: a. Hypothesis Testing (Group work); b. Null and Alternative Hypothesis (Pair); c. Using Ms Excel (Individual) and d. Long Quiz (Pair)? 2. What are the students perceptions on: a. constructivist based instruction; b. technology based tools and c. respondents attitude towards learning Statistics? The study used both the qualitative and quantitative methods of research. Descriptive type of research was used. A pedagogical plan guided by the departmental syllabus on Statistics was also prepared. An instructional material was also used as reference during the conduct of the study. Activity sheets, which included exercises and journal writing were distributed every after the lesson. A survey questionnaire on the perceptions of the respondents on constructivist-based instruction, technology-related instruction and attitudes towards learning Statistics were given. The result of the study showed that (1) In terms of procedural level of understanding, students performances were in the range of Very satisfactory and viii Excellent in all activities. In terms of conceptual level of understanding, students performances were in the range of Low and Medium in all activities. (2) The respondents have positive perception towards constructivist-based instruction. Their perceived performance is better since they are able to interact or share ideas with their peers. According to them, the constructivist-based instruction offers interesting and varied strategies that motivated them to participate actively in the classroom discussions and activities. They acknowledged that the strategy allowed them to learn by doing. As further revealed by the study, the respondents have positive attitudes towards computer applications because according to them, it gives new dimensions or new learning in their part and that computer applications ease the computational nature of statistics. Thus, it aided them to learn effectively. They also consider it as enjoyable while they learn new things. However, they still have reservations as to the use of computer applications due to certain reasons they mentioned in their reflection papers. These are: (a) most of them have no computers at home and so their contact with the computer is limited; (b) SPSS is not available anywhere like Internet Café unlike MS Excel. (c) They are hesitant to use technology tools unless there are modules/manuals that would serve as guides for them. Finally, the respondents have positive attitude towards learning Statistics although students perceived learning statistics as a very challenging subject. For them, computations may be too complex but they do not see this as an obstacle for learning. Based on the findings of the study, the researcher arrived at the following conclusions: (1) students level of understanding both procedural and conceptual level can be enhanced in a learner-centered instruction. That is, with the help of varied strategies including integration of technologies in the instruction, the students can perform better. (2) Learning Statistics is a challenging task. However, if students are properly guided by the teacher and given an opportunity to explore it, they will take the challenge. Also, computer applications can contribute positively in students perceived performance and learning and these are helpful tools to support learning instructions. . In the light of the findings and in the bases of the conclusions, the following recommendations are made: (1) the faculty members should take into considerations procedural and conceptual levels of understanding of the students in preparing syllabi or course outlines. (2) The Notre Dame University administrators should provide modern technologies such as computer units installed with application programs at the school library so that students would have a full access on these and that they would be able to appreciate so much learning mathematical concepts. (3) faculty members who are in-charge in syllabi making and revisions should be encouraged to integrate constructivist based instruction not only in teaching Statistics but also to other courses or subjects. (4) preparation of pedagogical plans based on a student-centered instruction should be encouraged among teachers. ( 5) Modules/manuals should be prepared for the integration of modern technology in the curriculum.