STATISTICS

YEAR 10 MATHS
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

• ACMSP2531 Evaluate statistical reports in the media and other places by linking claims to
displays, statistics and representative data2

RESOURCES REQUIRED

• World Statistics Day video3 (duration: 6 minutes) including facilities to watch video streamed
on the Internet.
• News articles:
o Alarm over 175m education gap for vulnerable4
o Moree hospital helps to close the gap5
o Give us a job: baby boomers ‘talent’ going to waste6
• Student computers

LESSON OUTCOME: Students learn about the relevance of statistics in their lives.

Lesson outline:

1. Introduce the concept of statistics as an important component of contemporary society. Use

questioning to check that students have a basic understanding of what statistics are.
2. Introduce the World Statistics Day video by explaining that it provides an overview of
statistics, and that although it is focussed on the United States, it remains useful for
Australian context.
3. Play World Statistics Day video.
Bring together the information students have gained from the video. Direct students to
focussing on the following:
o How do statistics come about?
o Why do we need statistics?
4. Provide students with the links to the news reports listed above. Students then read articles
as individuals, before choosing one of the articles to focus on in pairs.
5. Each pair must then identify the statistical component of their chosen article and investigate
the origin of this component. This may lead students to finding the Gonski Report or
searching the Australian Bureau of Statistics website, for example. Students should look
closely at what they find and answer the following in their notebooks:
 Did you find that the claims made in your news article were accurate?

1
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACMSP253
2
http://www.australiancurriculum.edu.au/Glossary?a=M&t=data
3
http://www.youtube.com/watch?v=piSCkkSvoMo&cc=1
4
http://www.smh.com.au/opinion/political-news/alarm-over-175m-education-gap-for-vulnerable-20120321-
1vka5.html
5
http://www.moreechampion.com.au/news/local/news/general/moree-hospital-helps-to-close-the-
gap/2502330.aspx
6
http://www.heraldsun.com.au/business/worklife/give-us-a-job-baby-boomers-talent-going-to-waste/story-
fn7j1dox-1226330598570

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  Write a summary of the statistics relevant to your news story.
 Why do you think these statistics are useful?
6. Arrange students into three groups according to the three different news articles. Students
then share the answers they have developed.
7. A representative from each of the three groups should then provide a short oral overview of
their group’s work.

HOMEWORK/EXTENSION

Students should each explore a component of the Australian Bureau of Statistics website7.
They should be prepared to report back on their allocated aspect of the site.

OPPORTUNITY FOR FURTHER ACTIVITY

Students could consider other online articles about the value of statistics such as, Mind your
confidence interval: how statistics skew research results8.

7
http://www.abs.gov.au/websitedbs/d3310114.nsf/Home/Home?OpenDocument
8
http://theconversation.edu.au/mind-your-confidence-interval-how-statistics-skew-research-results-3186

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102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation more
generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4–5 Comments: Specific support and strategies targeting these students are not mentioned. The choice
of articles are not culturally sensitive nor inclusive.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: Not mentioned, however, the teacher is trying to engage students using class
discussion, group work and an article that is relevant to Aboriginal people.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: No additional support or adjustments for students with different learning needs and
levels of achievement are mentioned, for example for gifted and talented students and less capable
students.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: Adjusted activities and teaching strategies to meet the learning needs of students with
disability in accordance with policy and Disability Standards with Education are not included.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: Although the lesson plan is not detailed, it is organised clearly and logically to meet
the curriculum requirements in further lessons. However, an overview and the timelines are
missing.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: A diagnostic assessment is used at the beginning of the lesson to check student
understanding of statistics. Then, questioning and oral presentation (informal formative
assessment) are used, which allow the teacher to give students instant or ongoing feedback.
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: The video used meets the leaning outcome of this lesson. Teacher gives student the
link to the article instead of hard copies. This lesson could benefit from additional ICT resources
because in this lesson, ICT is more directed by the teacher.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: The learning goal is explicit and set at the beginning of the lesson. It is challenging
because students have to use many skills (numeracy and cognitive such as comparing statistics
data) to reach that goal.
3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments: Variety of logic and sequenced resources and activities that match the learning
outcome and relevant to the class level are implemented. The homework, the further activity and
the assessment (not explicitly stated) are also relevant to the lesson.
3.3 Use teaching strategies
1–2–3–4–5 Comments: Implementation of whole class discussion, group work, open-ended questions, oral
presentation and investigation, which develop critical and creative thinking and knowledge. In
addition, they are linked the lesson objective.
3.4 Select and use resources
1–2–3–4–5 Comments: The articles are relevant to Australian context: education, workforce and health
services. However, it would have been better to choose a video that is focussed on Australia and
showing Australian statistics rather than American.
4 Create and maintain supportive and safe learning environments

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 4.1 Support student participation
1–2–3–4–5 Comments: The lesson focuses on student-centred learning, which promotes student participation.
4.2 Manage classroom activities
1–2–3–4–5 Comments: No time frames are placed next to each activity. Not all activities and interactions are
detailed, for example, the introduction. Forming only three groups at the end of the lesson can be
chaotic unless the number of students is small.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: No expectations for behaviour and management techniques are mentioned. Arranging
students into only three groups can be challenging, however students are engaged in almost all
the activities so maybe the teacher expected challenging behaviour to be minimised.
4.4 Maintain student safety
1–2–3–4–5 Comments: No evidence of the implementation of school discipline, code of conduct, risk
management. However, activities in this lesson do not require dangerous resources or equipment.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: Teacher controls the video. Students use their computers to access the articles.
However, the teacher should mention that there are appropriate consequences for inappropriate
use of computers.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: Diagnostic assessment at the beginning of the lesson. Informal formative assessment
at the end of the lesson but only one student presents the work; therefore, the teacher cannot make
sure that all students met the learning outcome.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: Since this lesson is based on questioning throughout the lesson and a presentation at
the end of the lesson, the feedback is provided when students answer the questions and present
their work. However, a feedback for students as individuals is not mentioned.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Students are learning about the relevance of statistics in their lives throughout the
lesson. Connections between statistics and different fields (such as medicine and education) are
shown through the various activities.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Throughout the lesson, students demonstrates their understanding by answering the
questions using full sentences and justifications. Thus, the teacher is able to know if students are
understanding the concepts instead of simply getting the right answer.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: No historical background is implemented in this lesson. However, the teacher asks
many questions which enables students to explore multiple perspectives of the knowledge such
as evidence and credibility.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Opportunity to identify, relate and investigate statistical components. Questions with
multiple answers are implemented. However, further elaboration to one question regarding the
accuracy of the claims is not mentioned (students can simply answer yes or no).
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Different usage of statistics is demonstrated in different contexts and subjects such
as science. Throughout the lesson, teacher asks questions about the structure and function of
statistics.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Students are required to communicate their understanding in oral and written forms
in the beginning and second half of the lesson.

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 Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Teacher does not explicitly state the requirements of the expected quality work in any
activity.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: The lesson is engaging most of the time. However, students can be disengaged while
reading the three articles. It is better to reduce the number of articles to read.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: No high expectations are set since the lesson is not designed in a way that meets the
needs of students with different abilities. However, students participate in a challenging activity
when investigating the statistical component to find answers.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Encouragement for pair and group work and many opportunities for class discussion
mean that the teacher is encouraging students to take risks even if their answers are wrong.
Perhaps the directions for mutual respect are given during practice.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: Teacher is encouraging students’ self-regulation through independent work.
However, this is not explicitly stated and nothing more is mentioned.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Students choose the article they want. However, no other decision-making
opportunities are available for students.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Prior knowledge not mentioned in the lesson plan although the reading activity
requires a deep understanding and knowledge of the statistical characteristics. Students are only
questioned at the beginning of the lesson to check their understanding of statistics.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: The video is focussed on the United States and an article is focussed on Aboriginals.
Nothing more includes cultural knowledge.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Connections between statistics and other topics and areas are made through the
articles (such as education) and the video (such as economics).
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Not mentioned in the lesson plan. However, all students are required to work in
groups or pairs and to involve in class discussion.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The video demonstrates the relevance of statistics in students’ lives: birth, importation
and exportations, deaths, transportation and many more. The whole purpose or focus of the lesson
is to make statistics relevant to students’ lives.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Listening and viewing the video, reading articles and writing about the usefulness of
statistics enhance student learning. This element was used throughout the lesson.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.5 Differentiate teaching to meet the specific learning 2) 2.6 Information and Communication Technology (ICT)
needs of students across the full range of abilities
QT model
1) 2.1 Explicit quality criteria 2) 2.6 Student direction

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 Topic area: Stage of Learner: Syllabus Pages:
Mathematics Stage 5 Syllabus elements/ Outcomes/ Table of objectives and
Outcomes- Continuum of learning, pdf/ Page 6
Date: Location Booked: Lesson Number:
12-10-2017 Classroom 1/3
Total Number of Printing/preparation
students - Kahoot and Quizizz
24 - World Statistics Day video:
http://www.youtube.com/watch?v=piSCkkSvoMo&cc=1
- Links to news articles:
Alarm over 175m education gap for vulnerable:
http://www.smh.com.au/opinion/political-news/alarm-over-175m-
education-gap-for-vulnerable-20120321-1vka5.html
Moree hospital helps to close the gap:
http://www.moreechampion.com.au/news/local/news/general/moree-
hospital-helps-to-close-the-gap/2502330.aspx
Give us a job: baby boomers ‘talent’ going to waste:
http://www.heraldsun.com.au/business/worklife/give-us-a-job-baby-
boomers-talent-going-to-waste/story-fn7j1dox-1226330598570

Outcomes Assessment Students learn Students learn to

about
Syllabus outcome: Informal diagnostic assessment at Lesson outcome: Students learn to identify
MA5.1-12SP the beginning of the lesson to check Students learn about the statistical component.
Student uses statistical students’ prior knowledge. relevance of statistics in
displays to compare sets their lives. Students learn which
of data, and evaluates Informal assessment after the first statistics are accurate and
statistical claims made in activity Students will know why which are not.
the media statistics are useful
Questioning throughout the lesson

Informal formative assessment at

the end of the lesson to make sure
that all students know why statistics
are useful in their lives.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
One of the article is related to the lives of Aboriginal and Torres
Strait Islander people. Statistics and probability: single variable data analysis
Students will be able to analyse, interpret and
ICT is used to support collaborative work (clip- web-based evaluate data in the media.
research)

Critical and creative thinking: students will evaluate claims in the

media.

Students develop literacy skills while reading the articles.

Personal and social capability: work collaboratively-
communicate the findings- understand statistics in life.

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 Time Teaching and learning actions
Intro Introduction
Introduce the concept of statistics as an
important component of contemporary
society
3 min Recap of statistics
Kahoot or Quizizz: mean- median- mode-
range of a set of data- sample
Body Activity 1: World Statistics video
Introduce the video and explain that it
provides an overview of statistics, and
that although it is focussed on the United
States, it remains useful for Australian
10 min context.
Tell students that after watching the
video, they will be required to answer
the following questions
How do statistics come about?
Why do we need statistics?
Give 2 examples of subjects covered
using statistics.
Students will have to take notes to
answer the questions
Whole class discussion to share the
notes
Activity 2: Articles
Introduce the activity
Give a summary of the three articles
Students choose an article of their
interest to focus on in pairs
15 min Gifted and talented students have to
search for an article.
Each pair must identify the statistical
component of their chosen article and
investigate the origin of this component.
This may lead students to finding the
Gonski Report or searching the
Australian Bureau of Statistics website,
for example.
Organisation Centred
T/S
Teacher:
- Ask students to choose a game: Teacher
Kahoot or Quizizz, to make sure all students
have an understanding of the key terms
- Give the pin for Kahoot or the code
for Quizizz
Student:
- Students vote for their preferred
Student
game and enter the pin given by the teacher
Resources:
https://quizizz.com/admin/quiz/58ef1e2b161
180b96835ce66
https://play.kahoot.it/#/lobby?quizId=91deec
bb-5910-4a2a-93cc-57e3070c51e0
IWB- Computer/Laptop/Tablet- Projector-
Internet
Teacher:
- Project the questions on the board. Teacher
Make it clear that two sentences at least are
required for every answer. Less capable
students can write one sentence.
- Play the video
Student:
- Take notes while watching the video
Student
- Share results
Resources: IWB- Projector- Computer-
Notebooks- Internet- World Statistics Day
video
Teacher: Student
- Provide students with the links to the
news reports
- Write questions on the board
- Insist that answers must be justified,
answers as yes or no are not accepted
- Make sure that students understand
the meaning of accurate in statistics,
especially for EAL/D students (to be able to
answer the first question)
- Walk around the classroom to assist
less capable students, make sure all students
understand the content of the articles
Student:
- Access their computers to read the
article of their choice in pairs
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 Tell students to answer the following - Answer the questions - Discussion
questions after reading the article:
Resources:
Did you find the claims made in your
Links to articles- Computer/Laptop/Tablet-
news article were accurate? Justify
IWB- Notebooks- Mind map program (google
Write a summary of the statistics
docs)
relevant to your news story.
Why do you think these statistics are
useful?

Mind map the information for a whole

class discussion

Activity 3: Group activity: Teacher: Student

Poster/PowerPoint presentation
Teacher group students according to
their similar abilities. Several groups are
formed.
30 min
Depending to their levels, students
design a Poster or a PowerPoint
presentation.
Students are required to choose a field
(for example medicine) where statistics
were used to benefit humans. The
Poster/PowerPoint should include: the
origin of the document, the statistics,
the relevance of these statistics in life,
why they are useful.
All students are expected to present the
work.
Conclusion Homework:
Students should each explore a
2 min component of the Australian Bureau of
Statistics website. They should be
prepared to report back on their
allocated aspect of the site
- Group students
- Assign task (poster/PowerPoint)
- Give an example: statistics showing
how many people died of lung cancer because
of smoking, therefore many people quit
smoking.
- Guide students by telling them that
they can start by searching google, but
statistics must be taken from the Australian
Bureau of Statistics.
- State that creativity is what you are
looking for: expect gifted and talented
students to use animation and draw charts-
assist less capable students in finding a report.
Student:
- Web-search
- Design Poster/PowerPoint
Resources: computer/laptop/tablet- Internet-
Projector
Teacher: Teacher
- Explain and display homework on the
board.
Student:
- Take note of the homework.
Resources: IWB- Projector

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I found that preparing a lesson plan is very challenging when it comes to address all the

elements from the APST and QT model. I always thought that a written lesson plan consists of

the activities that are to be done, such as the original lesson plan. This means that all the things

related to differentiation, engagement, managing behaviour and safety do not have to be

written. Therefore, I have been missing all the details that I now know to be much important.

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Writing them makes it easier for me to reflect on my lesson so that I do not miss a thing, and

this is how I can learn from my mistakes and improve my teaching. Moreover, it helps me get

more confident in the classroom. When I compare the original lesson plan and the modified

one, I can tell that preparing a detailed lesson plan is very demanding and takes much more

time, but makes it easier for the teacher when delivering the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA5.1-12SP, Informal formative assessment at the end of the lesson
and, during the group presentation. Teacher takes notes.
Students know the relevance of
statistics in their lives

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

Since this lesson requires the use of technology resources, teacher must make sure that the
cables/leads are not everywhere so that students and the teacher do not trip over them and
get injured when moving around the classroom.

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Academic Justification

The lesson plan was modified to meet the standards 1.5 and 2.6 of the Australian Professional

Standards for Teachers (APST). That is to differentiate teaching to meet the specific learning

needs of students with across the full range of abilities and the use of Information and

Communication Technology (ICT) (Australian Institute for Teaching and School Leadership

[AITSL], 2014). Moreover, it was modified to improve the elements 2.1 and 2.6, explicit

quality criteria and student direction respectively, of the Quality Teaching (QT) model (Gore,

2007).

Differentiate teaching to meet the specific needs of students across the full of abilities

Standard 1.5 was not mentioned at all in the original lesson plan. Therefore, modifications were

made to support students with different levels of abilities throughout the lesson.

Differentiation is the process by which students’ differences are accommodated to maximise

their learning, progress and achievement (Bartlett, 2016, p. 5). Improvements to the lesson plan

were made with respect to some of the ways of differentiation stated by Bartlett (2016) which

are by task, by support, by resources and by grouping (p. 6-8). These are achieved by giving

gifted and talented students more challenging tasks, assisting less capable students, focusing

on key vocabulary for English as an additional language or dialect learners, guiding students

and grouping for student interests (activity 2) and needs (activity 3) to assess their learning. In

others words, the flexibility in the content (what is taught), product (how students learn) and

process (how students demonstrate their learning) is the core of differentiated instruction,

which enhances the learning experience for all students (Levy, 2008). Indeed, a combination

of two or more of these ways was made to improve the lesson plan.

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Information and Communication Technology (ICT)

In the original lesson plan, ICT was not implemented throughout the lesson. Standard 2.6 is

addressed by integrating a digital game at the beginning of the lesson to check students’ prior

knowledge. In addition, a mind map in the middle of the lesson is implemented to share the

information that students gathered. Finally, at the end of the lesson, a web-based research and

a poster design or a PowerPoint presentation are incorporated to improve and assess student

learning. Callow and Orlando (2015) state that using ICT in the classroom enhances student

engagement and learning. Moreover, an effective use of ICT has a positive influence on student

achievement (Callow & Orlando, 2015; Skryabin, Zhang, Liu, & Zhang, 2015). The web-based

research and the poster/PowerPoint task help students to determine credible sources on the

Internet and acquire new skills such as creativity, respectively. In the original lesson plan, the

teacher was in control of the ICT and students were passive observers. Therefore, the

modifications made enable students to practice their ICT skills and become active learners.

Explicit quality criteria

Gore (2007) states that giving students explicit criteria for what counts as a good work helps

reducing the achievement gaps for students whose performance is low (p. 22). That is because

some students know what is required and expected from an activity while others need clear

criteria (Gore, 2007, p. 22; Hammond, 2008). This is addressed by implementing explicit

details for every activity in the body of the lesson. The first two activities require students to

answer questions. Therefore, it is important for the teacher to mention that full sentences are

required for justification; otherwise, students will only answer with a yes or a no.

Consequently, the teacher will not be able to assess their learning. Moreover, according to Gore

(2007), without clear criteria, students waste their time and energy on determining what is

expected from them (p. 22). For that reason, students will be directed to use the Australian

11
Bureau of Statistics so they do not waste time while gathering information from unreliable

sources in the last activity.

Student direction

According to Conner and Pope (2013), when students are given opportunities to have a voice

and choice in their learning, they become much more engaged and motivated. Therefore, to

address this element, students are given the chance to choose their preferred digital game to

assess their prior knowledge, and their preferred topic to make a presentation. When students

choose a topic and articles of their interest, they are more likely to get engaged in the reading

(Callow & Orlando, 2015; Kanakri, 2016, p. 146) and consequently, acquire a deep

understanding and comprehension of the text. As a result, answering the questions related to

this task becomes easier because students will be able to support their arguments. Thus,

students meet the learning outcome of this lesson, which is to understand the relevance of

statistics in their lives.

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References

Australian Institute for Teaching and School Leadership (AITSL). (2014). Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/

development/purpose-of-the-standards

Bartlett, J. (2016). Outstanding differentiation for learning in the classroom (pp. 5-11). New

York, NY: Routledge.

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: framework of student

engagement for students from low socio-economic backgrounds with implications for

technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-

371. doi: 10.1080/1554480X.2015.1066678

Conner, J., & Pope, O. (2013). Not Just Robo-Students: Why full engagement matters and how

schools can promote it. Journal of Youth and Adolescence, 42(9), 1426-1442. doi:

10.1007/s10964-013-9948-y

Gore, J. (2007). Improving pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).

Rotterdam, Netherlands: Sense Publishers.

Hammond, J. (2008). Intellectual challenge and ESL students: Implications of quality teaching

initiatives. Australian Journal of Language and Literacy, 31(2), 128-154. Retrieved

from http://search.informit.com.au.ezproxy.uws.edu.au/

Kanakri, A. (2016). Using ESL fiction texts to increase motivation and comprehension. In J.

Kilgour & Y. Gao (Eds.), Pump it up: Literacy activities for the classroom (pp. 145-

152). Retrieved from http://ebookcentral.proquest.com/lib/uwsau/reader.action?

docID=4777237&ppg=1

Levy, H. M. (2008). Meeting all the needs of all students through differentiated instruction:

Helping every child reach and exceed standards. The Clearing House: A Journal of

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 Education Strategies, Issues and Ideas, 81(4), 161-164. doi: 10.3200/TCHS.81.4.161-

164

Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and

usage influences student achievement in reading, mathematics, and science. Computers

and Education, 85, 49-58. doi:10.1016/j.compedu.2015.02.004

Statistics. (n.d). Retrieved April 10, 2017 from http://www.capthat.com.au/resources/statistics

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Learning Portfolio URL web link:

http://www.pamelakh.weebly.com

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