ROLES OF TECHNOLOGY IN STUDENT LEARNING OF UNIVERSITY LEVEL BIOSTATISTICS

Authors

  • WEILI XU Karolinska Institutet
  • YUCHEN ZHANG Kings College
  • CHENG SU Tianjin Medical University
  • ZHUANG CUI Tianjin Medical University
  • XIUYING QI Tianjin Medical University

DOI:

https://doi.org/10.52041/serj.v13i1.299

Keywords:

Statistics education research, Technology, Threshold concepts, Troublesome knowledge, Biostatistics

Abstract

This study explored threshold concepts and areas of troublesome knowledge among students enrolled in a basic biostatistics course at the university level. The main area of troublesome knowledge among students was targeted by using technology to improve student learning. A total of 102 undergraduate students who responded to structured questionnaires were included in this study. The results suggest that threshold concepts regarding “statistics” and “random sample” need to be better understood. “Confidence interval” and “hypothesis testing” were the two most frequent troublesome areas among the participants.The pedagogical role of technology in teaching and learning statistics, and the mechanisms whereby technology may improve student learning were discussed.

First published May 2014 at Statistics Education Research Journal Archives

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Published

2014-05-30

Issue

Vol. 13 No. 1 (2014)

Section

Regular Articles