Score analysis for health area student's of an active teaching methodology for hypothesis testing content
DOI:
https://doi.org/10.5902/2179460X40424Keywords:
Statistics Teaching, Test Analysis, Active Teaching MethodologyAbstract
An analysis of the performance of the hypothesis testing content for the population average of health students who participated in the active teaching methodology called Problem Based Learning adapted to the teaching context and supported by the Conceptual Fields Theory is presented. This performance was compared with that of students who took traditional classes through an instrument created for this purpose that sought to replicate typical questions of this content. The instrument was applied to 99 students from a higher education institution in southern Brazil, by the Moodle environment, in person and using Excel and Bioestat software. Scores were analyzed by Exploratory Data Analysis, the Classical Test Theory and Hypothesis Tests and were higher for students who did not participate in the PBL, but the differences were not significant at α = 5%. Possible causes are the better adaptation of the instrument to the traditional education system, contextual limitations to the application of the active methodology such as low workload and resistance to new methodologies. It is concluded that the difference in scores is not large enough to discourage the effort to adapt active methodologies to biostatistics, given its advantages other than yield.
Downloads
References
AMRHEIN, V.; GREENLAND, S.; MCSHANE, B. Scientists rise up against statistical significance. Nature, v. 567, n. 7748, p. 305–307, 20 mar. 2019.
BATANERO, C.; ESTEPA, A.; GODINO, J. D. Análisis Exploratorio de Datos: Sus Posibilidades en la Enseñanza Secundaria. Suma, v. 9, p. 25–31, 1991.
BEHRENS, J. T. Principles and Procedures of Exploratory Data Analysis. Psychological Methods, v. 2, n. 2, p. 131–160, 1997.
BORGATTO, A. F.; ANDRADE, D. F. DE. Análise clássica de testes com diferentes graus de dificuldade. Estudos em Avaliação Educacional, v. 23, n. 52, p. 146, 30 ago. 2012.
COHEN, H. W. P Values: Use and Misuse in Medical Literature. American Journal of Hypertension, v. 24, n. 1, p. 18–23, 1 jan. 2011.
CRONBACH, L. J. Coefficient Alpha And The Internal Structure Of Tests. PSYCHOMETRIKA, v. 16, n. 3, p. 297–334, 1951.
ESTATCAMP. Estimação não paramétrica de densidades: método do núcleo - Análise de Capacidade. Disponível em: http://www.portalaction.com.br/analise-de-capacidade/431-estimacao-nao-parametrica-de-densidades-metodo-do-nucleo. Acesso em: 25 set. 2019.
GIL, A. C. Como Elaborar Projetos de Pesquisa/Antonio Carlos Gil. 3a ed. São Paulo: Atlas, 2002.
MAROCO, J.; GARCIA-MARQUES, T. Qual a fiabilidade do alfa de Cronbach? Questões antigas e soluções modernas? Laboratório de Psicologia, v. 4, n. 1, p. 65–90, 2006.
MOREIRA, M. A. A Teoria dos Campos Conceituais de Vergnaud, O Ensino de Ciências e a Pesquisa nesta Área. Investigações em Ensino de Ciências, n. 1, p. 7–29, 2002.
ORANGE DATA MINING. Distributions. Disponível em: https://docs.biolab.si//3/visual-programming/widgets/visualize/distributions.html. Acesso em: 26 set. 2019.
PANAGIOTAKOS, D. B. Value of p-value in biomedical research. The open cardiovascular medicine journal, v. 2, p. 97–9, 2008.
PEREIRA, R. F.; GRECA, I. M..; VILLAGRA, J. A. M. Caminhos do ensino de estatística para a área da saúde. Revista Latinoamericana de Investigación en Matemática Educativa, v. 22, n. 1, p. 67–96, 31 mar. 2019.
POST, W. J.; VAN DUIJN, M. A. J. Teaching Hypothesis Testing: a Necessary Challenge. The 9th International Conference on Teaching Statistics. 2014.
SOARES, J. A. R.; AMORIM, A. F.; SILVA, C. R. DA. Avaliação Educacional em Larga Escala e Algumas Considerações Sobre a TCT e a TRI. Revista Ciências Exatas e Naturais, v. 20, n. 1, p. 119–125, 2018.
TUKEY, J. W. Exploratory Data Analysis. [s.l.] Addison-Wesley, 1977.
WASSERSTEIN, R. L.; LAZAR, N. A. The ASA’s Statement on p-Values: Context, Process, and Purpose. The American Statistician, 2016.
Published
How to Cite
Issue
Section
License
To access the DECLARATION AND TRANSFER OF COPYRIGHT AUTHOR’S DECLARATION AND COPYRIGHT LICENSE click here.
Ethical Guidelines for Journal Publication
The Ciência e Natura journal is committed to ensuring ethics in publication and quality of articles.
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.
In particular,
Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review Articles should also be objective, comprehensive, and accurate accounts of the state of the art. The Authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding Author should ensure that there is a full consensus of all Co-authors in approving the final version of the paper and its submission for publication.
Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An Editor must not use unpublished information in the editor's own research without the express written consent of the Author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.
Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviewers should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that Authors can use them for improving the paper. Any selected Reviewer who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the Editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.
