Massive Open Online Course in Elementary Statistics: From Analysis to Evaluation

Abstract

Background/purpose: This study aims to develop and validate a Massive Open Online Course (MOOC) in Elementary Statistics (ES) following the ADDIE Model of Instructional Development. Materials/methods: Employing a descriptive-developmental research design, anchored on different MOOC development policies and guidelines and aligned to Philippine Professional Standards for Teachers, the MOOC-ES was crafted in collaboration with Mathematics and MOOC experts, alongside participation from Mathematics teachers and first-year BSEd Mathematics students. Each meticulously crafted unit within the MOOC-ES framework comprises essential components: Introduction, Course Outcomes, Learning Competencies, Pre-Assessment, Discussion, Discussion Forum, Activity, and Generalization. Results: The design and content of the MOOC-ES garnered commendable feedback, with assessments indicating a classification of 'very good'. Mathematics educators lauded the utilization of the MOOC-ES as an innovative pedagogical tool for disseminating Mathematics content. Moreover, first-year BSEd Mathematics students expressed satisfaction with the MOOC-ES, highlighting its efficacy in elucidating Elementary Statistics concepts. The interactive nature of the material was well-received, resonating with their learning preferences amidst the prevailing 'new normal' paradigm. Conclusion: The integration of the MOOC-ES into pedagogical practice heralds a transformative stride in the teaching and learning landscape of Elementary Statistics.