Evaluating Impact: A Comparison of Learning Experiences and Outcomes of Students Completing A Traditional Versus Multidisciplinary, Project-Based Introductory Statistics Course
AbstractThe 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.
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Lisa, D., F. Kristin, C. Jennifer L., S.-F. Karen, G. Kaori, and R. Jennifer. “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, Vol. 2, no. 1, Feb. 2018, pp. 16-28, http://onlineacademicpress.com/index.php/IJETL/article/view/75. Accessed 18 Jan. 2019.