Assessing student learning and knowledge transfer using principles of team-based learning and bridge assignments in large introductory statistics classes.

Abstract

Undergraduate psychology students enrolled in an introductory statistics course often experience difficulty due to math anxiety, insufficient preparation, and large impersonal classes, all of which threaten their ability to pass the course and acquire the knowledge and skills they need to be successful in the subsequent research methods class. This research compared the performance of 296 students taking an introductory statistics course that incorporated team-based learning (TBL) and other evidence-based instructional practices with that of 153 students taking other sections of the same course without these modifications. We assessed students' learning experience, statistical knowledge performance, and transfer of learning to a later research methods course using both quantitative and qualitative data. Data included students' experience in the TBL statistics course, their final grades, and the results of a Pre-Semester Knowledge Assessment completed at the beginning of the research methods course. Students who took introductory statistics with TBL and connecting bridge assignments demonstrated better performance in statistics, t(447) ϭ 2.19, p ϭ .03, Cohen's d ϭ 0.22, and a higher transfer of learning in the research methods course, t(112) ϭ 2.50, p ϭ .01, Cohen's d ϭ 0.48, than students who took the course using standard methods. Although these results were modest, students in the TBL course also identified TBL activities as having a positive effect on their learning. Based on these results, we encourage educators to consider employing the methods identified in this study in their teaching of introductory statistics and research methods.

Student perceptions of weekly synchronous team quizzes in an online statistics course

“…Both students and instructors have revealed high levels of satisfaction using TBL for statistical literacy (St. Clair & Chihara, 2012). In addition, students have experienced improved performance and reported that TBL had a positive impact on their learning of statistics (Campbell & Taylor, 2020).…”

The relationship between test anxiety and pre-service teachers’ performance in quantitative research methods

“…Some of these programmes are not only qualitative in nature but are also quantitative or mathematically inclined. According to Campbell and Taylor [10], mathematics related courses are noted to cause stirs in the minds of students. It often leads to significant concerns for students and affects students learning capabilities and performance.…”

Exploring UTA Effectiveness: Leveraging Undergraduate Teaching Assistants for Student Learning and Help-Seeking

“…Students are especially anxious about research methods and statistics courses and this anxiety can lead to avoidance behaviors (Macher et al, 2013; Onwuegbuzie & Wilson, 2003). When coupled with low self-efficacy and maladaptive behaviors and attitudes towards math and statistics, such combinations threaten students’ academic progress often resulting in high DFW rates in the very classes that are gateways into social and behavioral professions (Campbell & Taylor, 2019). To buffer against such undesirable outcomes, UTAs are useful, albeit underutilized resources, especially given the range of duties they can perform: workshop implementation, tutoring, grading, facilitating in-class activities, and holding office hours (Filz & Gurung, 2013).…”