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Dissertation/Thesis Abstract

Preparing high school students for success in advanced placement statistics: An investigation of pedagogies and strategies used in an online advanced placement statistics course
by Potter, James Thomson, III, D.Ed., The University of North Carolina at Charlotte, 2012, 167; 3521811
Abstract (Summary)

Research into teaching practices and strategies has been performed separately in AP Statistics and in K-12 online learning (Garfield, 2002; Ferdig, DiPietro, Black & Dawson, 2009). This study seeks combine the two and build on the need for more investigation into online teaching and learning in specific content (Ferdig et al, 2009; DiPietro, 2010). Using a mixed methods approach, this investigation aims to look specifically at three items - teacher practices in the course, student preferences regarding the use of three instructional support tools offered electronically through the course, and the effects of student feedback on achievement in four content areas. Student surveys, teacher interviews and discussions were used to investigate teaching practices and student preferences. Multivariate statistical procedures were conducted to determine feedback effects on student achievement. It was found that teachers in the course looked to communicate with their students in ways that are most popular with students. Texting and instant message were two common methods. It was also discovered that teachers used reflective practices on a regular basis to improve the course for the current year and future years. Teachers in the course also used internet tools to help students enhance content understanding and review for the national AP Exam. Of three support tools looked at in the course, it was revealed that students preferred the instructional videos most. It was also noted that much of the class either did not use the support tools or did not prefer them. Hierarchical Linear Modeling showed that grade level and prior achievement are statistically significant as predictors of achievement. The multivariate analysis also revealed that student feedback was not statistically significant as a predictor of achievement.

Indexing (document details)
Advisor: Lambert, Rich
Commitee: DiPietro, Meredith, Pugalee, David, Shore, Rebecca
School: The University of North Carolina at Charlotte
Department: Educational Leadership (EDD)
School Location: United States -- North Carolina
Source: DAI-A 73/12(E), Dissertation Abstracts International
Subjects: Mathematics education, Educational leadership, Educational technology
Keywords: Advanced Placement, Online, Statistics education, Teaching practices
Publication Number: 3521811
ISBN: 978-1-267-53285-5
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