共查询到20条相似文献，搜索用时 31 毫秒
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Maria Ferrão 《Assessment & Evaluation in Higher Education》2010,35(7):819-830
The Bologna Declaration brought reforms into higher education that imply changes in teaching methods, didactic materials and textbooks, infrastructures and laboratories, etc. Statistics and mathematics are disciplines that traditionally have the worst success rates, particularly in non‐mathematics core curricula courses. This research project, Mathematics and Statistics for the Development of Professional Skills, which is in progress at the University of Beira Interior in Portugal, has as one of its main objectives the development of the e‐assessment system as a resource for learning assessment and student self‐regulation. Based on the results of the above‐mentioned project, this paper will give evidence of how to improve the reliability of an e‐assessment system, show that e‐assessment can be a good alternative to open‐ended tests and that students tend to show a positive attitude towards its use. We show that this can be done by checking the internal consistency and measurement error of the e‐assessment tests, the analysis of the association between student scores obtained by different methods of assessment and the analysis of data survey on student opinion about e‐assessment methods. 相似文献
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This volume is largely about nontraditional data; this paper is about a nontraditional visualization: classification trees. Using trees with data will be new to many students, so rather than beginning with a computer algorithm that produces optimal trees, we suggest that students first construct their own trees, one node at a time, to explore how they work, and how well. This build-it-yourself process is more transparent than using algorithms such as CART; we believe it will help students not only understand the fundamentals of trees, but also better understand tree-building algorithms when they do encounter them. And because classification is an important task in machine learning, a good foundation in trees can prepare students to better understand that emerging and important field. We also describe a free online tool—Arbor—that students can use to do this, and note some implications for instruction. 相似文献
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常婵君 《郧阳师范高等专科学校学报》2009,29(3):136-138
一直以来,统计学原理的教与学是困扰教师和学生的课程之一．它那枯燥的概念和众多公式很难提起学生的兴趣,如何完成教学任务,提高学生兴趣、保证教学质量是我们统计学老师长期探讨的问题．根据开放教育学生的特点和笔者多年的教学实践,将案例教学融入《统计学原理》教学过程,能有效提高学员兴趣,引发学员深思,提高教与学的效果． 相似文献
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Susan M. Schor Michael P. Sabiers James C. Hall Uzoamaka Anakwe 《Performance Improvement Quarterly》2000,13(3):5-22
Our research examines whether students who completed a required M.B.A.‐level management skills course believe their management skills improved consequently. We also asked whether the skills they were taught have subsequently proved to be the skills they have needed to succeed at work. Responses from 446 M.B.A. students and graduates who took the course over the past five years reveal that significant numbers do believe that their management skills improved as a result of the course teachings. They also believe that the management skills they were taught have proven useful in their workplaces. Implications for structuring such skill courses and the need for further research into their efficacy are discussed. 相似文献
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针对体育统计学科发展需求及"体育统计与SPSS"实验课的特点,利用计算机技术提供的有利条件,对实验课辅助课件的制作进行探讨.课件的应用可为教师提供一种直观有效的教学手段,有利于激发学生的积极性,培养学生运用统计方法解决实际问题的能力,从而全面提高学生的综合素质. 相似文献
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双语教学是在我国少数民族地区为了使少数民族学生既能学好汉语,又有利于保留少数民族语言,在教学中使用的两种语言．《概率论与数理统计》作为一门理论性很强的数学课程,具有自己独特的概念和方法,内容丰富,结论深刻,对学生来讲是一门比较难学的数学课程．在双语数学教学中既要从本课程的特点出发,又要考虑到学生的实际,选取恰当的教学方法． 相似文献
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Stephen Gorard 《Cambridge Journal of Education》2008,38(3):421-437
This paper discusses the difficulties of establishing a clear count of UK higher education students in terms of the categories used for widening participation, such as occupational background or ethnicity. Using some of the best and most complete data available, such as the annual figures from the Higher Education Statistics Agency, the paper then establishes that there is little evidence of a simple consistent pattern of under‐representation within these categories, except perhaps for men and students of white ethnicity. However, once prior qualifications are taken into account there is no evidence that potential students are unfairly and disproportionately denied access to higher education in terms of occupation, ethnicity, sex or disability. This has important implications for what we mean by widening participation in higher education and how we might achieve it. 相似文献
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薛艳 《临沂师范学院学报》2013,(6):83-85
应用统计学课程是高校经济管理类专业的基础必修课程,其主要目的是为了培养学生分析和解决社会经济管理领域实际问题的基本技能。尽管应用统计学的着眼点是应用性,但是根据实地调查的结果,得到教材缺乏应用性、课堂教学内容和教学手段单一、应用范围模糊、学生学习兴趣不浓等问题。本文通过对这些问题分析,提出了编写适应市场需要的应用统计学教材、制定适合市场经济体制的教学计划、采取互动式的教学方法以及改革单一的考核方式等改革途径和措施。 相似文献
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Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China 
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下载免费PDF全文 Ping Wang Susan W. Palocsay Jinyan Shi Marion M. White 《Decision Sciences Journal of Innovative Education》2018,16(3):197-216
The rapid growth of analytics is bringing more attention to quantitative core curriculum requirements in undergraduate business programs. Statistical knowledge and skills are unequivocally recognized as essential cornerstone of business analytics. Furthermore, educational research has shown that academic performance in statistics classes is related to the attitudes that students bring to the course. This article assesses the reliability and validity of the Survey of Attitudes toward Statistics (SATS) in measuring noncognitive dimensions of attitudes among undergraduate business students. Sample data from U.S. and Chinese introductory business statistics classes were collected and analyzed to learn more about this aspect of student engagement across business schools located in countries with substantially different levels of success in international mathematics achievement testing, as well as differing cultural and educational practices. Results show that the six‐factor model structure of the SATS provides a good fit in both populations, with students entering business statistics holding only slightly positive attitudes toward the subject. Significant distinctions between four of the six attitude components were identified. Implications of measuring and improving these attitudes are discussed. Business statistics instructors are encouraged to use the survey as a standardized instrument to measure effects of interventions and make evidence‐based pedagogical decisions. 相似文献
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Okhee Lee Jaime Maerten‐Rivera Randall D. Penfield Kathryn LeRoy Walter G. Secada 《科学教学研究杂志》2008,45(1):31-52
This study is part of a 5‐year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high‐stakes testing and accountability. Specifically, the study examined science achievement at the end of the first‐year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third‐grade students at seven treatment schools and 966 third‐grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high‐stakes testing. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31–52, 2008 相似文献
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方政蕊 《洛阳师范学院学报》2014,(8):125-127
本文主要利用数理统计学中的显著性检验的方法,对我院2010级和2011级理科专业的《数理统计》课程期末考试成绩进行对比分析,检验应用"任务驱动,主体参与"教学法进行教学对学生学习成绩是否有显著影响.结果表明,这种教学法不仅能显著提高学生的成绩和及格率,还可以缩短学生成绩之间的差距,是一种行之有效的教学方法. 相似文献
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In this article two different accounts are juxtaposed. In one, we use a variety of texts to narrate the story of Joanne, a woman undergraduate student of mathematics. Like many of our mature students Joanne came to the university with a ‘non‐traditional’ academic background. We describe how Joanne developed as a learner of mathematics and connect this to our ways of working in the undergraduate mathematics classroom. We believe that our pedagogy is unusual outside (some) school classrooms and suggest it allows our students to develop positive ‘disciplinary relationships’. In the other, we grapple with the issues raised by telling other people’s stories especially when we are also characters within it. Our intention has been that, in interweaving these two threads, each helps us understand more about the other. 相似文献
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Marc Tang 《Teaching Statistics》2020,42(2):36-40
University students in other disciplines without prior knowledge in statistics and/or programming language are introduced to the statistical method of decision trees in the programming language R during a 45-minute teaching and practice session. Statistics and programming skills are now frequently required within a wide variety of research fields and private industries. However, students unfamiliar with these subjects may be reluctant to join a full course because of time or student workloads or other commitments or a belief it is not for them. The proposed session is short and can be used as an ice-breaker to let students have a basic understanding of running statistical models in programming language. 相似文献
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刘云 《开封教育学院学报》2003,23(2):52-53
针对统计课程概念众多且抽象难懂、枯燥无味的情况，本文提出了几种经过长期实践总结出来的很实用、很有价值的统计教学方法，可大大改善教学效果，使学生更好地掌握相关知识。 相似文献
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《统计学原理》教学探微 总被引：3，自引：0，他引：3
《统计学原理》是高职高专院校经济类专业学生的一门重要的必修课程,近几年随着计算机技术和信息技术等现代化技术的影响,《统计学原理》课程上升到了一个新的高度。试结合这门课程的特点,从教学方法、教学手段和教学内容等各个方面进行探讨,目的是进一步提高教学质量,为学生提供更加丰富的知识。 相似文献
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Anja Böckers Lucia Jerg‐Bretzke Christoph Lamp Anke Brinkmann Harald C. Traue Tobias M. Böckers 《Anatomical sciences education》2010,3(1):3-11
The gross anatomy dissection course is a cost‐intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an “important” course and so developed a quantitative longitudinal questionnaire. Medical students (n = 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Five‐point Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3–11, 2010. © 2010 American Association of Anatomists. 相似文献
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Danri Hester Delport 《Teaching Statistics》2023,45(2):61-68
Real-world data are fundamental to modern teaching methodologies that aim to improve statistical knowledge and reasoning in students. Statistical information is encountered in everyday life, such as media articles and involves real-world contexts. However, information could be biased or (mis)represented and students should be concerned about the validity of such articles, as well as the nature and trustworthiness of the evidence presented, while considering alternative interpretations of the findings conveyed to them. Statistics educators could make use of media articles to create opportunities for students to reflect on such (mis)representations and build statistical literacy. The purpose of this article is to show how information and data on the Omicron COVID-19 variant have been (mis)represented in the media and by government entities. I also demonstrate how these examples may be utilized in the statistics classroom as they relate to concepts covered in most basic statistics courses. 相似文献
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赖文燕 《湖北广播电视大学学报》2009,29(8):35-36
《统计基础》是高职院校经济管理类专业的一门必修基础课,因此,必须加强统计基础技能的训练。任务驱动教学法是以学生的自主性、探索性学习为基础,采用实践的方法,促进学生主动积极发展的一种新型的教学方法。对如何加强高职《统计基础》的实践教学,笔者提出了任务驱动教学法,旨在提高教学效果,培养高职学生统计技术的综合技能。 相似文献