Scaffolding Intervention in Learning Statistics for Hospitality College Students: The Longitudinal Design
نویسندگان
چکیده
The class qusi-experiment was conducted to determine whether using scaffolding teaching strategy enhanced student understanding of statistics concepts for students enrolled in an introductory course. In this two-year longitudinal study, students received scaffolding intervention in experimental group and traditional teaching method in control group. In particular, learning effectiveness difference was found in two groups. The pretest scores were found to do something with the improvement rate. Based on a theoretical framework of how students learn statistics, the preliminary results of this study indicated some evidence that these methods may improve student understanding of statistics concepts.
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