The Effect of conceptual change based instruction on tenth grade students’ understanding of probability concepts, probability achievement and attitudes toward probability

Download
2014
Topbaş Tat, Emel
The purpose of the current study is to investigate the effect of conceptual change based instruction on tenth grade students’ understanding of probability concepts, probability achievement and attitudes toward probability. This study was conducted with 118 students from one Anatolian high school in Ankara during the spring semester of 2010-2011. The treatments were performed by two teachers who had randomly assigned one control and one experimental group. Conceptual change based instruction (CCBI) was used in the experimental groups, while traditional instruction (TI) was used in the control groups. Instructions lasted three weeks as 12 class hours. Before the treatment, the equivalence of the experimental and control groups was tested in terms of mean scores of mathematics achievement and pre-measures on Probability Concept Test (PCT), Probability Achievement Test (PAT), Pre-requisite Knowledge Test for Probability, Probability Attitude Scale (PAS), and Mathematics Attitude Scale. After the treatment, PCT, PAT and PAS were administered as post-tests in vi order to test the null hypotheses of the study with multivariate analysis of covariance. The results revealed that there was a statistically significant mean difference between students in CCBI and those in TI with respect to understanding of probability concepts and probability achievement in favor of CCBI. However, it was found that there was no statistically significant mean difference between the groups with respect to attitudes toward probability. Results also indicated that after the treatment, the proportion of misconceptions held by students in CCBI was less than those in TI.

Suggestions

The Interaction of probability learning and prefrontal cortex
Gözenman, Filiz; Gökçay, Didem; Çakır, Murat Perit; Department of Cognitive Sciences (2012)
Probability learning is the ability to establish a relationship between stimulus and outcomes based on occurrence probabilities using repetitive feedbacks. Participants learn the task according to the cue-outcome relationship, and try to gain in depth understanding of this relationship throughout the experiment. While learning is at the highest level, people rely on their working memory. In this study 20 participants were presented a probability learning task, and their prefrontal cortex activity was measur...
The Effect of metacognitive instructional method on eleventh grade students’ metacognitive skill and mathematical procedural and conceptual knowledge
Abdul Aziz, Tian; Bulut, Safure; Department of Secondary Science and Mathematics Education (2016)
The purpose of the study was to investigate the effect of metacognitive instructional method, compared to traditional instruction on eleventh grade science student’s mathematical procedural and conceptual knowledge, and metacognitive skills. Sixty-six eleventh-grade students in a school in Bandung City, Indonesia took part in this study. Matching-only pre-test-post-test control group design was conducted. The classes were randomly assigned to experimental and control group. In the experimental group metacog...
The influence of the context of conditional probability problems on probabilistic thinking: A case study with teacher candidates
Olgun, Beyza; Işıksal Bostan, Mine (2019-12-21)
This study investigates the influence of the context of conditional probability problems on probabilistic thinking processes of mathematics teacher candidates. Data were collected from four mathematics teacher candidates through semi-structured clinical interviews. Teacher candidates were expected to solve and explain three conditional probability problems, which were selected based on specific contexts. The findings revealed that, when the context is related to a social issue such as health or justice, tha...
The Effect of creative drama based instruction on seventh grade students' mathematics achievement in probability concept and their attitudes toward mathematics
Geçim, Ayşe Damla; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012)
The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students’ achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruct...
The Effect of cooperative learning based on conceptual change approach on students’ understanding of chemical bonding concepts
Eymur, Gülüzar; Geban, Ömer; Department of Secondary Science and Mathematics Education (2014)
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach on 9th grade students’ understanding in chemical bonding concepts and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction. Seventy-two ninth grade students from two intact classes of chemistry course taught by same teacher in a public high school in Ankara were participated. The study was applied in the spring semester of 2011-201...
Citation Formats
E. Topbaş Tat, “The Effect of conceptual change based instruction on tenth grade students’ understanding of probability concepts, probability achievement and attitudes toward probability,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.