Comparing the Effectiveness of Traditional and Active Learning Methods in Business Statistics: Convergence to the Mean

Weltman, David; Whiteside, Mary M.

doi:10.1080/10691898.2010.11889480

Cited by 34 publications

(27 citation statements)

References 15 publications

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“…Some instructors/researchers have presented anecdotal evidence suggesting that active learning is effective (e.g., Knypstra, 2009;Bates Prins, 2009) and others have presented evidence that students' exam scores are higher when taught with an active learning approach than when taught with more traditional approaches (e.g., Christopher and Marek, 2009;Steinhorst and Keeler, 1995;Ryan, 2006;Yoder and Hochevar, 2005). Although numerous studies have found active learning to be effective, others have found it to have no effect (e.g., Pfaff and Weinberg, 2009) or even to hinder student performance (e.g., Weltman and Whiteside, 2010).…”

Section: Evaluating Active Learning Approachesmentioning

confidence: 99%

“…We suspect that the key components of successful active learning approaches are using activities to explain concepts and requiring students to demonstrate that they understand these concepts by having them answer very specific rather than general questions. Weltman and Whiteside (2010) were even more critical of active learning approaches than Pfaff and Weinberg (2009). They recently reported evidence that two active learning approaches were not only ineffective but also detrimental to some students.…”

Section: Evaluating Active Learning Approachesmentioning

confidence: 99%

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Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

Carlson

Winquist

2011

Journal of Statistics Education

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The study evaluates a semester-long workbook curriculum approach to teaching a college level introductory statistics course. The workbook curriculum required students to read content before and during class and then work in groups to complete problems and answer conceptual questions pertaining to the material they read. Instructors spent class time answering students' questions. The 59 students who experienced the workbook curriculum completed the Survey of Attitudes Toward Statistics (SATS) on the first and last day of the course. These students' post course ratings on the subscales of cognitive competence, affect and difficulty were all significantly higher than their pre course ratings. Additionally, the 59 students' post course ratings for these 3 subscales were also significantly higher than those provided by a comparison group of statistics students (sample size 235). The results indicated that the students experiencing the workbook curriculum (1) had more confidence in their ability to perform and understand statistics, (2) liked statistics more, and (3) thought statistics was more difficult than the comparison group. Additionally, these students' attitude scores were positively correlated with both GPA and performance on a comprehensive final exam. We discuss the various methodological problems faced by classroom researchers and suggest that, in some cases, assessing students' attitudes can be an effective solution to these methodological problems. We conclude that the workbook approach holds promise for teaching introductory statistics courses.

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Section: Evaluating Active Learning Approachesmentioning

confidence: 99%

Section: Evaluating Active Learning Approachesmentioning

confidence: 99%

Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

Carlson

Winquist

2011

Journal of Statistics Education

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“…Will flipped classrooms improve the learning process of underprepared students in science courses? The effectiveness of flipped classroom and active learning is not universal among different courses and different populations of students (Weltman & Whiteside, 2010). It has been shown that designing structured in-class activities is equally important as well-prepared videos for effectiveness of the flipped classroom (Zhao & Ho, 2014).…”

Section: Introductionmentioning

confidence: 99%

Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

Entezari

Javdan

2016

IJHE

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Because Human Anatomy and Physiology (A&P), a gateway course for allied health majors, has high dropout rates nationally, it is challenging to find a successful pedagogical intervention. Reports on the effect of integration of flipped classrooms and whether it improves learning are contradictory for different disciplines. Thus many educators are reluctant to explore the value of flipped classrooms. Therefore, in the present study we compare incorporating flipped classroom and minimal class discussion (control group) with flipped classroom and active learning activities (experimental group) in A&P and their impacts on both students' exam performance and their satisfaction with the course. Assessments consisted of a survey of students' attitudes and a comparison of exam performance in experimental and control groups. Exam performance among the students in flipped-classroom and active learning activities improved significantly relative to the control group [Mean ± SD: (76.93±18.33 vs 67.8±18.81), p<0.001. Student attitude, in which students rated the efficiency of pedagogical learning on a five-point Likert scale, was positive: the majority of students strongly preferred active-learning activities that were incorporated in the flipped-classroom. Students indicated that these activities helped them learn better and to connect the materials to the goals of their future careers (73.88% and 79.77% respectively). Therefore, we conclude that flipped classroom coupled with active learning strategies can improve students' performance and attitude in the introductory A&P course.

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“…Pfaff and Weinberg (2009) used hands-on data generating activities to enhance students' understanding of statistical concepts. Meanwhile, Weltman and Whiteside (2010) found that active learning was more beneficial for the lower ability than the higher ability students for a group of introductory business statistics students specifically. Fink (2003aFink ( , 2007 provided a holistic view of active learning consisting of three modes or three kinds of learning.…”

Section: Teaching and Learning Activitiesmentioning

confidence: 99%

“…Dempsey, Haynes, Lucassen, and Casey (2002) elaborately defined: a game as a set of activities involving one or more players. It has goals, consequences, and constraints.…”

Section: Web-based Game Playingmentioning

confidence: 99%

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Díez-Palomar

2015

REDIMAT

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Comparing the Effectiveness of Traditional and Active Learning Methods in Business Statistics: Convergence to the Mean

Cited by 34 publications

References 15 publications

Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

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