|Published online: June 27, 2017||$US5.00|
Information Technology (IT) plays an educational role in organizing the learning environment to promote social interaction among students as well as between the students and teacher, but little is known about what underlying factors influence such social interaction within the context of statistics learning. A questionnaire-based survey was conducted to gather data relevant to this issue. The data were then summarized by using factor analysis that yielded the following factors: co-learning, teacher’s scaffolding assistance, the importance of learning partners, collaborative interaction, collaborative learning, and the significance of teacher’s intervention. Further interpretation of the analysis indicates that social interaction among students constitutes a crux of the matter regarding the social process of statistics learning, whereas students benefited from the teacher’s intervention during which the teacher played supportive roles.
|Keywords:||Factor Analysis, Questionnaire-based Survey, Statistical Pedagogy, Vocational Education|
The International Journal of Science, Mathematics and Technology Learning, Volume 24, Issue 2, pp.21-33. Article: Print (Spiral Bound). Published online: June 27, 2017 (Article: Electronic (PDF File; 417.444KB)).
Lecturer, Department of Information Technology, Hong Kong Institute of Vocational Education, Tsing Yi Island, New Terrorities, Hong Kong
Professor, School of Education, The University of Queensland, Brisbane, Queensland, Australia