ACTIVITY 3:

ACTIVITY 3:  ASSESSING INFORMATION LITERACY (Preliminary Task)

An assignment was given in 2010 to students who were doing Stats 151. It was to choose a topic related to their field of study. Students were expected to come up with a topic, write a report and present it in a group.

a. Description of the task / what are students required to do?

 Students were required to choose an interesting topic in relation to their major course. Then they were required to come up with the data whether in Excel or Medcalc. They were also required to analyse the data and come up with some descriptive statistics. statistical measures for a set of data such as the mean, standard deviation, median and/or other measures of spread and location. Also to be included in your assignment is at least one plot of a Histogram, Ogive and/or Box-and-whisker plot to assist in the data analysis. You may use Confidence Intervals, Hypothesis Testing, and Chi-Square distribution, One-Way ANOVA and/or Linear Regression as well.

  b. What are the primary learning outcomes that are assessed through this assignment?

The primary learning outcomes which are assed in this assignment was to be able to identify a research question of investigation. In a scientific research, a topic and a research question should be feasible, and answer the objectives. Students learnt how to put what they learnt statistically in theory and put it into practice by analysing the data by means of software of their choice, be it Medcalc or Excel.  Moreover, students were expected to learn how to present in groups within a time as short as 10 minutes.

c. Consider whether students are given clear guidance in respect of information sources.

The guidance provided in assignment should be sufficient. They knew where and how to get the data, since they used those data during practical sessions. They were advised to use any text editor for writing up the report. For the data analysis they were required to use MedCalc or Excel The data was whether in Excel or Medcalc formats. More than that, students had computer lab whereby they practice data analysis, guided by a Teaching Assistant of Stats 151.

d. Is there any recognition of the underpinning information tasks and skills that may be necessary to fulfil the assignment?  Is provision made for supporting students in these?

For the students, knowledge of how to identify an appropriate title that captures the essence of the study was crucial. The capability of sorting the data, produce some descriptive outputs including graphs and tables was expected from the students. Moreover, students were informed about the formats which are three parts. With regards to the report, a report of no more than three pages including graphs, tables and/or charts was required to students. The report should include

e. Is this specified as part of the criteria for performing the task, and awarded credit?

  Yes it is specified in a way that the assignment had to replace one test in which students did not perform well.

f. How could this assignment be re-designed to explicitly build and recognize students’ information literacy competencies?

For the assignment to be re-designed, students should be referred to the Science faculty librarian for more information regarding the topics they choose. They should be helped to use the databases for them to get more information on the topics. This means searching for books, journal articles, and other relevant resources. In addition, they should be informed about writing center facility so that they could get more guidance on how to write scientifically with a good writing style. It involves how to summarise information, to paraphrase, and to reference properly in order to avoid the plagiarism. Unfortunately, I am not sure if the writing center helps students with quantitative analysis. Students were rather advised to ask the lecturer in their field of interest, to speak to the practical demonstrator or even postgraduate students. However, students should have been reminded about statistics coaching which is done at level 13 in the library where statistics coaches are helping post-graduate students who need statistical help in order to analyse their data.

TASK 2

Task 2a: Critique your module outline document. (Do you think this document is useful for your students? If your answer is yes, in what ways is it useful? If your answer is no, can you recommend ways of improving its design?).

1. Module overview

According to the teaching roles of academic in Science Higher Education, with reference to learning-centered teaching strategies and development programme at UWC, the module outline document of STA 151 is useful for our students.

With reference to the structure of the module outline, the Statistics for Life Sciences Module Outline of STA 151 of 2013 provide first the module overview. In this section, the key focus or purpose of the module is provided. This section indicates how the module relates to previously studied modules, and how it prepares students for subsequent module which are second year Statistics. Furthermore, this section indicates how this module relates to the degree/discipline or programmes by providing the students a sound basis to further their statistical studies.

This module outline is useful because it provides the main outcomes of the STA 151 which means that students will be able to recognise the importance of statistics in both private and public sectors, and to summarise data into summary measures, to do simple statistical analysis, and use computer to analyse data.

Despite the main outcome of this module, the main content of the module is provided as well such as descriptive statistics, sampling methods, probability distributions, confidence interval, hypothesis testing, Chi-square tests, Analysis of Variance, and Simple Linear Regression Analysis.

2. Teaching and learning activities

The STA 151 course outline indicates that MAM151 is a pre-requisite, while there is no co-requisites. Methods of student assessments are planned carefully which are tutorial tests, computer analyses and a final examination. Looking at teaching and learning activities, the mode of teaching is face-to-face in weekly classes for two semesters. Activities include a lecture with a discussion forum, a 3 hour practical and tutorial session from 2pm to 5pm every Monday afternoon. A tutorial test after the end of every chapter, and a main term test after each term are planned. The module is scheduled weekly according to topics and in class learning activities are included in the course outline. The materials of module include the prescribed textbook which can be purchased in the department of Statistics and Population Studies.

Task 1a, b,c

Task 1a: Teaching and learning of STA 151

Teaching and learning of STA 151 are conceived in way to help students to be away of the role of number and numerical information. The STA 151 module is a year module compared to mainstream programme and to be enrolled to this module student must have pass marks in Math 151. As mainstream programmes as well as ECP each module is organized in theories, practical and tutorial sessions. The theories for STA 151 are given by one lecturer to entail group. The practical and tutorial sessions are coordinated and facilitated per two TAs and students are split into two groups.  The Teaching Assistants (TAs) are assisted by tutors during the practical and tutorial sessions and both they play the role of facilitators. As facilitators, our principles are guided by the theory of Transmission stipulated by Vygotsky(1978[1]), with motto of MKO (More Knowledgeable Other). This theory consists of social context wherein competent students would be paired with those who are less competent so that those with higher competence assist those who are less competent (Vygotsky, 1978; Kozulin et al, 2003[2]) and as TA, I play the role of facilitator.

In addition to this, TAs and tutors help students in practical’s sessions related to the use of scientific calculators and software as indicated per lecturer. For instance, the facilitation of the use of the calculator save students time especially when they are writing their tests and exams. The knowledge of how to use computer for data analysis is also provided to students. Therefore, Microsoft excel, SPSS, and Medcalc are taught to STA 151 students to apply it in other modules and in their future workplaces. TAs promote reading text book for pre-class preparation is very important.

Since ECP is a slow course, students expect everything to be explained in class. Self-study is also encouraged, but what is not understood in class is explained during consultation time. For group work, we do not give them answers, only the hint is given, then the memo is provided for the whole class before ending the session. Three groups of students are given one tutor who work around or seat among them and hear from them. This is the time to read their minds. We choose one from the group to present on the board.

Task 1b: Good teaching practice in STA 151

Students need to be able to make sense of numerical information to avoid falling prey to the influence of data that looks incontrovertible simply because it is quantitative in nature (Podehl, 2003[3]). Therefore, the goods practice consist of keeping interaction between students and TAs , students and peers, students and tutors in order to develop their statistical literacy, thinking and reasoning. TAs of STA 151 organize meetings with all tutors in order to discuss and facilitate the memo for the practical and tutorial session before meeting with students in class.

Since students are confronted with figures on daily basis in the society and they are asked to form judgments based on the story they tell in one hand. The other hand students had a need to improve quality of data and accurate information for future research, students had need of statistical literacy which provides the ability to:

• Use appropriate techniques of data collection and sampling
• Understand and interpret statistical data;
• Critically evaluate statistical information and data-related arguments;
• Use of the information in context of daily life; and
• Discuss or communicate one’s reactions.
• Improve the quality and accuracy of the research
• Use of software to compute a large amount of data

As TA we assist lecturer in encouraging as much contact time as possible both inside and outside the class. Consultation times are pasted outside my office door for students who need further clarity on certain concepts. Giving prompt feedback after practical, a class test or tutorial helps students to be able to consolidate what they have learnt in class. This helps to assess their knowledge and competency. Emphasizing time allocation on tasks helps students effectively manage their time as well my time in preparing and managing the tasks. Communicating high expectations has always been my agenda. This is mainly achieved by supporting students in their efforts and maintaining those high expectations continuously. Developing a reciprocal and cooperative environment allows for team efforts and discourages isolation. Lastly active learning is also encouraged by thinking, talking and writing about learning. Reflecting and, performing basic research makes what is learned part of themselves. Most of my principles are informed by the works of  Arthur W. Chickering and Stephen C. Ehrmann as well as Tishkovskaya and Lancaster. (http://www.amstat.org/publications/jse/v20n2/tishkovskaya.pdf )

Since ECP is a slow course, every detail is explained in class. What is not understood in is explained during consultation time. For group work, we do not give them answers, only the hint is given, then the memo is provided for the whole class before end of the session. Three groups of students are given one tutor who work around or seat among them to assist their work. This is the time to read their minds. Before the class ends, we choose one from the group to present on the board.

Task 1c: Roles and responsibilities of TA

In STA 151, lecturer and TA are complementary in their roles. The lecturer is the coordinator of the STA 151 and he conducts lectures in three hours per week, set tutorials and term tests, administering masks and uploading them onto MAS, continuous development of the STA 151 module and make available time for consultation outside teaching hours. The TA assists and completes lecturer in the following: administration by attending ECP meeting and others, respect the time table for practical’s and tutorial sessions, capturing marks in Excel sheet and send a copy to the lecturer for capturing in MA. TA coordinates tutors and whether by presenting or facilitator the memo before physical contact with students.  Furthermore, TAs attends classes and draw up appropriate tutorials and practical’s, taking part in teaching,  moderate tutor and marking, presenters/lecturers or facilitators, set-up practical classes and collect materials for practical’s, help with extra classes for students who want more clarification, provide one-on-one consultation to students, evaluate student progress and help identify problem cases through one-one or group consultation, be a link between lecturers and students, help facilitate lectures,  assist lecturers with marking of class quizzes, tutorial tests, portfolios, draw-up in some cases the sick-test, invigilate and mark the sick-test of STA, invigilate tutorial and term tests, evaluate tasks before they are given to students to determine its clarity ability.

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[1] Vygotsky, L.(1978). Interaction between learning and development. From: Mind and Society. Cambridge, MA: Harvard University Press. 79-91.In Gauvain,M.& Cole,M.(1997). Readings on the Development of the Children. 2^nd Edition.31-36.

[2] Kozulin, G; Ageyev, Miller, S. (2003). The Zone of proximal development in Vygotsky'analysis of learning and instruction. Vygo’s education theory and practice in cultural context. Cambridge: Cambridge University Press.

[3] Podehl, M. (2003).  Statistics in the classroom learning to understand societal issues. IASE/ISI Satellite. Berlin

This is a great spsce we are given to share our thoughts as TAs