Evaluating Impact: A Comparison of Learning Experiences and Outcomes of Students Completing A Traditional Versus Multidisciplinary, Project-Based Introductory Statistics Course

  • Dierker, Lisa Wesleyan University, USA
  • Flaming, Kristin Southwestern Oklahoma State University, USA
  • Cooper, Jennifer L. Wesleyan University, USA
  • Singer-Freeman, Karen SUNY-Purchase, USA
  • Germano, Kaori SUNY-Purchase, USA
  • Rose, Jennifer Wesleyan University, USA

Abstract

The teaching of statistics is limited by numerous challenges that are not easily overcome with traditional pedagogical approaches. To evaluate the potential impact of a multidisciplinary, project-based course in introductory statistics, this article examines differences in course experiences, confidence, and interest in future experiences with data analysis and applied statistics of students enrolling in a traditional introductory statistics course compared to a multidisciplinary, project-based course. Results demonstrated that students enrolled in the project-based course had more positive course experiences, showed a greater likelihood of increases in confidence in managing data (e.g. setting aside missing data, creating scales and/or dichotomizing variables), choosing the correct statistical test, and writing syntax or code to run statistical analyses. They also showed greater interest in pursuing additional course-work in statistics and related topics. Findings were not better accounted for by differences in background characteristics of the students enrolled in the traditional vs. project-based course.
Keywords: Passion-driven statistics, Project-based learning, Teaching statistics, Flipped classrooms, Multidisciplinary, Introductory statistics.

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Lisa, D., Kristin, F., Jennifer L., C., Karen, S.-F., Kaori, G., & Jennifer, R. (2018, June 13). Evaluating Impact: A Comparison of Learning Experiences and Outcomes of Students Completing A Traditional Versus Multidisciplinary, Project-Based Introductory Statistics Course. International Journal of Education, Training and Learning, 2(1), 16-28. https://doi.org/https://doi.org/10.33094/6.2017.2018.21.16.28
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