Identifying latent factors in teaching statistics under two learning paradigms

• Main Authors: Arcilla, Rechel Guino, Ocampo, Shirlee R.
• Format: text
• Published: Animo Repository 2008
• Subjects: Statistics > Study and teaching; Factor analysis; Statistics and Probability
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/11995
• Institution: De La Salle University

With vast global movements towards rethinking the foundations for higher education, many academic institutions try to ensure that the university curriculum continues to be responsive to the changing requirements of an emerging knowledge society in a globalizing environment. To align with this, some universities adhere to the traditional transmission method of teaching while some try to use new pedagogy like the transformative learning paradigm.In the transmission teaching model, the teacher works as content expert and the primary source of knowledge in which the lecture format is the most often preferred. Under the transformative learning framework, the teacher acts as a facilitator, and the students are active doers and searchers of knowledge.This research conducted a complete enumeration of teaching and learning beliefs and practices involving all students taking statistics under the transmission model and transformative learning paradigm. Factors analysis was applied to identify latent factors on each method. Latent factors such as students' learning environment, teacher's work, integration of computer hands-on, performance assessment tools, real-life application, independent learning, and attitude towards the transformative learning paradigm were identified. Factors scores showed that the two methods differ significantly on student's learning environment, teacher's work, integration of computer hands-on, performance assessment tools, real-life application but not on independent learning and attitude towards the transformative learning paradigm.