Learning Hypothesis Testing Through a Project Work Methodology

Learning Hypothesis Testing Through a Project Work Methodology

Gabriela Gonçalves, José António Fernandes, Joaquim José Gonçalves
Copyright: © 2020 |Pages: 18
DOI: 10.4018/978-1-7998-1591-4.ch013
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The study described in this chapter is relates to learning hypothesis testing among students from engineering degree using technology and work project method. This project involved 31 students from the Informatics Engineering Degree responding to a small self-assessment survey applied in the four phases of project implementation. Beyond this, the authors collected data about the project reports and from a questionnaire related with students' perceptions about of the developed project. These last two types of data were obtained after the completion of the project work. Analysis highlighted that the most of students appreciated a lot the methodology adopted in the learning of hypothesis tests. However, some students reveal that they experienced some difficulties in the use of R software and in some dimensions of statistical reasoning, especially in the case of knowledge of statistics in project context.
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In a statistical project with an investigative nature, is expected that the student use quantitative methodologies, integrating language and statistical methods into a more global research process (Batanero, 2001). In this investigative process, students should formulate questions and plan studies that will enable them to answer the same questions, make decisions about the type of collected data and their analysis and interpretation, and finally draw conclusions. If the conclusions reached do not answer the study questions, it will be necessary to collect new data and / or reformulate the research questions. After the study, the students communicate the results obtained, defending the options taken and the interpretations made.

Fernandes, Viseu, Fernandes, Silva and Duarte (2009), through the review of several studies about statistics teaching in basic education, concluded that “the exploration of tasks was almost always in the phases of treatment, interpretation of data, and were rarely directed to other phases of the statistical method “(p 3444), thus leading to a very focused learning of statistics in calculation processes and graphing representation.

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