Evaluation of Centrally Oriented Measures of Education by Project

Abstract

Objective: this investigation aimed to assess the impact of applying project-based pedagogy to the topic of central trend measures and statistical graphs. Method: the study’s participants comprised ninth-grade students of the Technical Educational Institution Francisco José de Caldas and were divided into two groups: experimental and control. The quasi-experimental design of the study involved three stages: diagnostic groundwork, a six-phase action plan construction, and transformation. Pre- and post- tests were conducted to measure research outcomes. Results: students assigned to the experimental group evinced an improvement in the comprehension of the addressed topics and a significant increase was observed in their communication and problem-solving skills. Discussion and Conclusions: the application of the pedagogic strategy of problem-based learning to measures of central tendency and statistical graphics encouraged students placed in the experimental group to discover statistical answers that would assist them in their daily personal and environmental requirements. It also ameliorated their conceptual comprehension and interpretation, improved their communication abilities and problem-solving skills, strengthened teamwork, and increased their sense of responsibility in comparison to the traditionally taught class.

Keywords

• Learning
• project
• context
• statistics
• graphs