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Effects of problem-based learning approach in learning of statistics among university students

Current Mathematics Curriculum concerns are focused on students’ needs to think mathematically rather than just mathematical computation. Students should be able to develop more complex, abstract, and powerful mathematical structures. This can dramatically enable them to solve a broad variety of mea...

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Main Authors: Ahmad Tarmizi, Rohani, Bayat, Sahar
Format: Article
Language:English
Published: Elsevier 2010
Online Access:http://psasir.upm.edu.my/id/eprint/48000/1/48000.pdf
http://psasir.upm.edu.my/id/eprint/48000/
http://www.sciencedirect.com/science/article/pii/S1877042810021592
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spelling my.upm.eprints.480002016-08-04T08:24:38Z http://psasir.upm.edu.my/id/eprint/48000/ Effects of problem-based learning approach in learning of statistics among university students Ahmad Tarmizi, Rohani Bayat, Sahar Current Mathematics Curriculum concerns are focused on students’ needs to think mathematically rather than just mathematical computation. Students should be able to develop more complex, abstract, and powerful mathematical structures. This can dramatically enable them to solve a broad variety of meaningful problems. Furthermore, students ought to become autonomous and self-motivated in their mathematical activities such as acquiring mathematical concepts, skills and problem solving; meta-cognitively aware of their mathematical thinking; highly motivated in mathematics learning and develop positive attitudes towards mathematical task. To achieve this learning goal, an investigation into efficient learning mode, the problem-based learning (PBL) was undertaken. PBL has been successfully applied in medical, engineering, economics, and accounting field but lack of evidence in mathematics field. This study examined possible outcomes of PBL among postgraduate students who were taking Educational Statistic course. Three statistic tests were employed to assess the students’ performance in statistic learning. The Meta-cognitive Awareness Inventory (MAI), which comprises of 52 items was used to assess the students’ meta-cognitive strategy in solving Educational Statistics problems. Students’ motivation towards the PBL learning was measured by Keller's Motivational Design Questionnaire with 36 items. Comparison of students’ performance based on three tests showed that there is significant diffrence between mean performance (F [2,28] = 5.571, p < 0.05). In addition, results indicated that there is significant positive effects on students meta-cognitive awareness (t [30] = 3.358, p < 0.05) and on students motivation level (t [30] = 2.484, p < 0.05) after undergoing PBL intervention. Elsevier 2010 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/48000/1/48000.pdf Ahmad Tarmizi, Rohani and Bayat, Sahar (2010) Effects of problem-based learning approach in learning of statistics among university students. Procedia - Social and Behavioral Sciences, 8. pp. 384-392. ISSN 1877-0428 http://www.sciencedirect.com/science/article/pii/S1877042810021592 10.1016/j.sbspro.2010.12.054
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Current Mathematics Curriculum concerns are focused on students’ needs to think mathematically rather than just mathematical computation. Students should be able to develop more complex, abstract, and powerful mathematical structures. This can dramatically enable them to solve a broad variety of meaningful problems. Furthermore, students ought to become autonomous and self-motivated in their mathematical activities such as acquiring mathematical concepts, skills and problem solving; meta-cognitively aware of their mathematical thinking; highly motivated in mathematics learning and develop positive attitudes towards mathematical task. To achieve this learning goal, an investigation into efficient learning mode, the problem-based learning (PBL) was undertaken. PBL has been successfully applied in medical, engineering, economics, and accounting field but lack of evidence in mathematics field. This study examined possible outcomes of PBL among postgraduate students who were taking Educational Statistic course. Three statistic tests were employed to assess the students’ performance in statistic learning. The Meta-cognitive Awareness Inventory (MAI), which comprises of 52 items was used to assess the students’ meta-cognitive strategy in solving Educational Statistics problems. Students’ motivation towards the PBL learning was measured by Keller's Motivational Design Questionnaire with 36 items. Comparison of students’ performance based on three tests showed that there is significant diffrence between mean performance (F [2,28] = 5.571, p < 0.05). In addition, results indicated that there is significant positive effects on students meta-cognitive awareness (t [30] = 3.358, p < 0.05) and on students motivation level (t [30] = 2.484, p < 0.05) after undergoing PBL intervention.
format Article
author Ahmad Tarmizi, Rohani
Bayat, Sahar
spellingShingle Ahmad Tarmizi, Rohani
Bayat, Sahar
Effects of problem-based learning approach in learning of statistics among university students
author_facet Ahmad Tarmizi, Rohani
Bayat, Sahar
author_sort Ahmad Tarmizi, Rohani
title Effects of problem-based learning approach in learning of statistics among university students
title_short Effects of problem-based learning approach in learning of statistics among university students
title_full Effects of problem-based learning approach in learning of statistics among university students
title_fullStr Effects of problem-based learning approach in learning of statistics among university students
title_full_unstemmed Effects of problem-based learning approach in learning of statistics among university students
title_sort effects of problem-based learning approach in learning of statistics among university students
publisher Elsevier
publishDate 2010
url http://psasir.upm.edu.my/id/eprint/48000/1/48000.pdf
http://psasir.upm.edu.my/id/eprint/48000/
http://www.sciencedirect.com/science/article/pii/S1877042810021592
_version_ 1643834045189062656
score 13.211869

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