TY - JOUR
T1 - The application of Simulation-Assisted Learning Statistics (SALS) for correcting misconceptions and improving understanding of correlation
AU - Liu, T. C.
AU - Lin, Y. C.
AU - Kinshuk,
N1 - Copyright:
Copyright 2010 Elsevier B.V., All rights reserved.
PY - 2010/4
Y1 - 2010/4
N2 - Simulation-based computer assisted learning (CAL) is recommended to help students understand important statistical concepts, although the current systems are still far from ideal. Simulation-Assisted Learning Statistics (SALS) is a simulation-based CAL that is developed with a learning model that is based on cognitive conflict theory to correct misconceptions and enhance understanding of correlation. In this study, a mixed method (embedded experiment model) was utilized to examine the effects of SALS-based learning compared with lecture-based learning. The sample was composed of 72 grade-12 students, who were randomly assigned to either the experimental group or the comparison group. The findings reveal that the SALS-based learning approach is significantly more effective than lecture-based learning terms of correcting students' misconceptions and improving their understanding of correlation. The study also uses quantitative and qualitative data to examine how the learning model of the SALS-based learning approach contributes to the enhanced learning outcomes. Finally, practical suggestions were made with regard to directions for future studies.
AB - Simulation-based computer assisted learning (CAL) is recommended to help students understand important statistical concepts, although the current systems are still far from ideal. Simulation-Assisted Learning Statistics (SALS) is a simulation-based CAL that is developed with a learning model that is based on cognitive conflict theory to correct misconceptions and enhance understanding of correlation. In this study, a mixed method (embedded experiment model) was utilized to examine the effects of SALS-based learning compared with lecture-based learning. The sample was composed of 72 grade-12 students, who were randomly assigned to either the experimental group or the comparison group. The findings reveal that the SALS-based learning approach is significantly more effective than lecture-based learning terms of correcting students' misconceptions and improving their understanding of correlation. The study also uses quantitative and qualitative data to examine how the learning model of the SALS-based learning approach contributes to the enhanced learning outcomes. Finally, practical suggestions were made with regard to directions for future studies.
KW - CAL
KW - Cognitive conflict theory
KW - Simulation
KW - Statistical misconception
KW - Statistical understanding
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U2 - 10.1111/j.1365-2729.2009.00330.x
DO - 10.1111/j.1365-2729.2009.00330.x
M3 - Article
AN - SCOPUS:77954388106
VL - 26
SP - 143
EP - 158
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 2
ER -