Comparing instructor‐led, video‐model, and no‐instruction control tutorials for creating single‐subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single‐subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single‐subject designs. We systematically re...

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Veröffentlicht in:Journal of applied behavior analysis Jg. 57; H. 2; S. 502 - 514
Hauptverfasser: Zonneveld, Kimberley L. M., Cox, Alison D., Asaro, Madeline M., Hranchuk, Kieva S., Alami, Arezu, Kelly, Laura D., Frijters, Jan C.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Hoboken, USA Wiley Subscription Services, Inc 01.03.2024
Blackwell Publishing Ltd
Schlagworte:
Academic achievement
College students
Conventions
Educational Personnel
Graduate students
graphing
Graphs
Groups
Humans
instructor led
Microsoft Excel
Predictor Variables
single‐subject design graphs
Students
Teachers
Teaching
Teaching methods
Tutorials
video model
Video Technology
single‐subject design graphs
video model
graphing
instructor led
Microsoft Excel
ISSN:0021-8855, 1938-3703, 1938-3703
Online-Zugang:Volltext
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Zusammenfassung:Visual inspection of single‐subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single‐subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated‐measures between‐subjects design to compare the effects of instructor‐led, video‐model, and no‐instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed‐design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor‐led and video‐model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.
Bibliographie:Daniel Fienup
Handling Editor
Editor‐in‐Chief
John Borrero
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ISSN:0021-8855
1938-3703
1938-3703
DOI:10.1002/jaba.1053