By Glena Iten

Glena Iten investigates the influence of interactive visible simulations on conceptual realizing of statistical rules. total, all scholars have been capable of elevate their wisdom by way of operating with visible simulations, while scholars who may well manage statistical graphs within the simulation on their lonesome have been considerably quicker. at the moment, interactive studying instruments explaining statistical suggestions are commonly unfold, yet basically few are confirmed. Well-structured interactive studying courses with visible simulations have long ago been proven to be powerful. through employing potent educational layout ideas, an internet educational the place scholars may perhaps both manage or simply notice adjustments within the visible simulations, used to be built. useful implications and possibilities for additional investigations during this study venture are discussed.

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Table B 1 Scoring table for items 1 to 7. 0 Appendix 55 Table B 2 Scoring table for items 8 to 11. 0 Note. Item 10 was divided into three subtasks a) - c). Each subtask was rated separately with the provided scoring. 56 Appendix Appendix C Detailed statistics of scores in the objective knowledge and understanding test Table C 1 Mean scores per question for items 1 to 8. 51) Note. For each question a participants could get 1 point for a correct answer and 0 point for an incorrect answer. 5 points, for instance if a task demanded reasoning about the answer (for details about scoring see Appendix B).

A one-way ANOVA followed the two-way ANOVA to test specific differences in average test scores between the two groups. For this analysis, we calculated the score difference between post-test 1 and pretest for the immediate increase in knowledge and the score difference between post-test 2 and pretest for the delayed increase in knowledge. 05). Inspection of average sum of scores for all test items revealed that items 2, 3, 7, and 10 a) were questions with mean patterns expected as in the hypotheses.

The subsection on future research will deal with this subject more elaborately. Furthermore, the test of this study included only 11 items for about 7 different topics of which 9 could be used for the objective measurements. In addition, 5 items asked about the perceived confidence in understanding 5 different concepts. The questionnaire of Moreno and Mayer (2005) that was used in the study of Evans and Gibbons (2007) had 12 items for 1 topic. This heterogeneous measuring is very likely to be unreliable and hence could have caused undetected differences in scores among students.

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