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Measuring A Cognitive Apprenticeship Model Of Instruction In Statistics Education, Amanda Dawn Leimer

Dissertations

Research has continued to support the need for investigating the role of pedagogical models in relation to students’ statistical anxiety, statistical self-efficacy, and academic performance within statistics education. Although models in the literature such as the Cognitive Apprenticeships Model of Instruction (CA-MOI) have emerged and have shown positive educational outcomes for teaching disciplines that involve the use of complex tasks (Kuo, Hwang, Chen, & Chen, 2012; Poitras & Poitras, 2011; Wegner, 2011), only one study has actually measured the degree to which this model was implemented, using the Maastrict Clinical Teaching Questionnaire (MCTQ) (Stalmeijer et al., 2008). Consequently the problem …