Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
[Evidence-Based Practice]This study analyzes the effects of truncated or unlabeled graph axis presentations on student-drawn conclusions. The research subjects in question were students in natural science, forestry, medicine, or engineering technology majors in their second or third year. Students were provided survey questions that had different methods of axes labeling on the dependent variable (y-axis) and were scored and coded based on their correct or incorrect response. These multiple-choice survey questions included control questions from the National Assessment of Educational Progress (NAEP) 8th grade math standardized exam, along with experimental questions of similar format having either truncated or unlabeled axes. Students also reported their perceived confidence in their answer on a 0-100% scale. Analyses of student responses and confidence percentages were completed for each question, for all students and for students self-reporting as educated within Maine’s K-12 school system. Results indicate that truncated and unlabeled axes decreased correct response levels by 20% and 55%, respectively, compared to control questions. Interestingly, self-reported student confidence for the truncated and unlabeled axes questions decreased by 10% and 2%, respectively, compared to control questions. Based upon the results, it is hypothesized that students receive mixed messages regarding visual and numerical presentation of a graph.
Willis, J. C., & Ellis, B. D. (2020, June), Analyzing Changes in Student Graph Reasoning and Comprehension Regarding Graph Axis Presentation Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34147
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