Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree
a study with mixed ANOVA
DOI:
https://doi.org/10.35699/1983-3652.2020.25107Keywords:
Students, Future teachers, Education, Statistics, E-Learning, Flipped ClassroomAbstract
This study assesses whether the use of the Flipped Classroom methodology supported by explanations by teachers through a Learning management system (Blackboard) produces an alteration in the attitudes towards statistics of future teachers of Primary education, with gender interaction. For this, a quasi-experimental design (pre-test / post-test) was used, and as a statistical technique a mixed ANOVA with three repeated measures. The sample was 66 students from the Faculty of Education of the University of Almería (UAL). To carry out the comparative analysis of attitudes towards statistics, the CAHE instrument created by Camacho et al. (2016) made up of a total of 16 items, classified into three dimensions: negative emotional (fear, fear, tension towards statistics), positive emotional (liking, liking, fun towards statistics), and utility towards statistics. The results showed statistically significant differences between the students' attitudes between the pre-test and the post-test, but not the interaction with gender. The results highlight that the use of the Flipped Classroom methodology can help improve attitudes towards statistical research, being an essential weapon for any teacher who wants to innovate in their classes.
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References
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CHOWDHURY, S. K. Prior Knowledge, Sex and Students' Attitude towards Statistics: A Study on Postgraduate Education Students. American Journal of Educational Research, v. 6, n. 3, p. 270-276, 2018.
COMAS, C.; MARTINS, J. A.; NASCIMENTO, M. M.; ESTRADA, A. Estudio de las actitudes hacia la estadística en estudiantes de psicología. Bolema: Boletim de Educação Matemática, v. 31, n. 57, p. 479-496, 2017. DOI: http://dx.doi.org/10.1590/1980-4415v31n57a23.
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CRONHJORT, M.; FILIPSSON, L.; WEURLANDER, M. Improved engagement and learning in flipped-classroom calculus. Teaching mathematics and its applications, v. 37, n. 3, p. 113-121, 2018. DOI: https://doi.org/10.1093/teamat/hrx007.
DARIAS, E. J. Escala de actitudes hacia la estadística. Psicothema, v. 12, n. 2, p. 176-178, 2000.
ELIZAR, E.; DARMAWAN, I. G. N. A Multigroup Invariance Analysis and Gender Difference of Students’ Self-efficacy and Attitude Concerning Mathematics. Jurnal Didaktik Matematika, v. 5, n. 2, p. 1-10, 2018.
ESCALANTE, E.; REPETTO, A. M.; MATTINELLO, G. Exploración y análisis de la actitud hacia la estadística en alumnos de psicología. Liberabit. Revista de Psicología, v. 18, n. 1, p. 15-26, 2012.
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ESTRADA, A.; BAZÁN, J.; APARICIO, A. Evaluación de las propiedades psicométricas de una escala de actitudes hacia la estadística en profesores. Avances de Investigación en Educación Matemática, n. 3, p. 5-23, 2013. DOI: https://doi.org/10.35763/aiem.v0i3.61.
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2020-06-06
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GÁMEZ, F. D. G. .; MAGAÑA, E. C. .; RIVAS, E. S. .; RÍO, R. P. del . Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA. Texto Livre, Belo Horizonte-MG, v. 13, n. 3, p. 121–139, 2020. DOI: 10.35699/1983-3652.2020.25107. Disponível em: https://periodicos.ufmg.br/index.php/textolivre/article/view/25107. Acesso em: 2 jul. 2024.
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