Concept Maps, Feedback, and Statistics Learning: Exploring the Effects of Expert Map Feedback and Peer Feedback on Concept Map Structure

• Activity Number: 348 - Investigations into the Teaching and Learning of Statistics
• Type: Contributed
• Date/Time: Tuesday, July 31, 2018 : 10:30 AM to 12:20 PM
• Sponsor: Section on Statistical Education
• Author(s): Terry Hickey*
• Companies: St. Martin's University
• Keywords: concept map; feedback; expert map; statistics; instruction; education

Abstract

What happens to the structures of student Concept Maps (CMaps) after students receive feedback using Expert Maps? This mixed methods exploratory study used an Introductory Statistics class to explore feedback effects on CM scores, structural classifications (Discrete, Integrated), and student choice of starting concept (General, Specific). Results were merged with student questionnaire responses. A mixed repeated measures ANOVA of CM scores indicated significant main effect of Time (F(1, 26) = 4.92, p = .035, partial eta-squared = .159). Main effect of FdbkGroup was non significant (F(1, 26) = 3.50, p = .073, partial eta-squared = .118). Questionnaire responses merged with structural classifications revealed students with Discrete CMs thought fdbk aided conceptual understanding (100%) and revealed new relationships (82%). Students with Discrete CMs planned different revisions from those with Integrated CMs. Pre-post analysis of starting concepts indicated all students improved starting choices, p = .016 (2-sided McNemar). Pre-post proportions of Discrete/Integrated CMs were non significant for Peer group (p = 1.0) but might be considered significant for Expert group (p = .065).