The Effectiveness of CPS-ALM Model in Enhancing Statistical Literacy Ability and Self Concept of Elementary School Student TeacherReport as inadecuate




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Journal of Education and Practice, v7 n25 p44-49 2016

The focus of this study is to examine comprehensively statistical literacy and self-concept enhancement of elementary school student teacher through CPS-BML model in which this enhancement is measured through N-gain. The result of study indicate that the use of Collaborative Problem Solving Model assisted by literacy media (CPS-ALM) model contribute to student's statistical literacy enhancement better than expository learning (EL). It is identified also that there is difference in student's self-concept enhancement between CPS-ALM group and EL group. CPS-ALM group achieve enhancement in medium category with N-gain average is 0.33, while EL group achieve enhancement in low category with N-gain is 0.16. One way which trigger enhancement of student's statistical literacy and self concept is the use collaborative mode. Indicators of statistical literacy and self concept are identified to experience enhancement when collaborating, in which students are demanded to have confidence toward statistic ability they have when delivering creative ideas. Exploration done by students toward self ability need a belief toward their ideas in Statistic Education course. A bibliography is included.

Descriptors: Cooperative Learning, Problem Solving, Statistics, Literacy, Elementary School Teachers, Student Teachers, Models, Instructional Effectiveness, Learning Processes, Teaching Methods, Self Concept, Quasiexperimental Design, Experimental Groups, Control Groups, Nonparametric Statistics, Statistical Analysis, Foreign Countries

IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP[at]iiste.org; Web site: http://iiste.org/Journals/index.php/JEP





Author: Takaria, J.; Rumahlatu, D.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2436&id=EJ1115857



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