ERIC Number: ED334199
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Patterns of Student Growth in Reasoning about Multivariate Correlational Problems.
Ross, John A.; Cousins, J. Bradley
Previous studies of the development of correlational reasoning have focused on the interpretation of relatively simple data sets contained in 2 X 2 tables. In contrast, this study examined age trends in subjects' responses to problems involving more than two continuous variables. The research is part of a multi-year project to conceptualize student development on correlational reasoning skills and to enhance performance through instructional interventions. In Studies 1, 2, and 3, instruments were progressively developed and administered to small samples of subjects in grades 4, 5, 7, 9, 10, and 11 and postgraduate education (n=20 in each grade in each study). The resulting multidimensional profiles of student growth showed that subject performance in reasoning about correlational problems increased slowly and weakly with age. Study 4 found that students' ability to solve multivariate correlational problems could be improved through a modest amount of instruction. Similarities between findings from research concerning 2 X 2 data problems and research on multivariate continuous data problems were attributed to the existence of central conceptual structures, the scope of which remains to be determined. There are four tables and two figures of study data. (Author/SLD)
Descriptors: Age Differences, College Students, Comparative Analysis, Correlation, Elementary School Students, Elementary Secondary Education, Foreign Countries, Higher Education, Individual Development, Multivariate Analysis, Problem Solving, Secondary School Students, Student Development, Thinking Skills, Trend Analysis
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Ontario Dept. of Education, Toronto.
Authoring Institution: Ontario Inst. for Studies in Education, Peterborough. Trent Valley Centre.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).