Teaching Statistics With Student Survey Data: A Pedagogical Innovation in Support of Student Learning

Stork, Diana

doi:10.1080/08832320309598623

Cited by 16 publications

(20 citation statements)

References 22 publications

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“…Both sections expressed anxiety and concern over the course initially. This finding was in agreement with Stork (Stork, 2003) and Chew (Chew & Dillon, 2014) who found that statistics courses are anxiety provoking. Because learning new statistical software is consistently a challenging component of this course, it is anticipated that continued use of lab time to teach the software will increase the approachability of the class.…”

Section: Discussionsupporting

confidence: 82%

“…Despite the value placed on the courses by the instructors of higher education, few students eagerly anticipate taking a course in statistics (Stork, 2003). In fact, once in the course, students often find the course tedious and difficult and approach them with a level of fear (Stork, 2003) (Ciftci, Karadag, & Akdal, 2014). Furthermore, students express doubt about the applicability of stats to real-world usage (Wells, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…The value of statistics knowledge continues well beyond the educational period, as most professions benefit from some level of statistical understanding. Despite the value placed on the courses by the instructors of higher education, few students eagerly anticipate taking a course in statistics (Stork, 2003). In fact, once in the course, students often find the course tedious and difficult and approach them with a level of fear (Stork, 2003) (Ciftci, Karadag, & Akdal, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Many additional studies have shown an improvement in student perceptions, survey results, grades and instructor evaluations (Chance et al 2007;Karp, 1995;Mills & Johnson, 2004;Mills, 2002;Rodgers & Manrique, 1992;St. George, 1978;Stork, 2003;Wells, 2006;Ciftci et al, 2014). The majority of the existing literature is either qualitative in nature, or if quantitative, it does not employ the use of a control group for comparison.…”

Section: Introductionmentioning

confidence: 99%

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Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

McCulloch

2017

IJHE

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The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The purpose of this study was to determine if there was instructional value in replacing classroom time with laboratory time dedicated to statistical software usage. The first approach used classroom lecture presentations, while the second replaced one classroom period per week with statistical software laboratories. It was hypothesized that replacing classroom time with software based laboratories would increase the level of statistics knowledge as compared to an otherwise identical class with no lab based component. Both pre-course and end-of course surveys were used, as well as identical examination questions. Comparisons within a time point, and longitudinal performance over the course were both evaluated. Survey results indicated that students would recommend lab based instruction significantly more than a primarily lecture based instruction (32% more, p=.020). Additionally, the performance improvement over the course of the semester was significantly higher for those students participating in laboratories (19.2% increase, p=.011). These findings indicate that sacrificing classroom time for a laboratory period improves the educational experience in an introductory statistics course and may help with the understanding and retention of difficult topics.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

McCulloch

2017

IJHE

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“…Para tanto, os educadores devem mudar suas estratégias de ensino (STORK, 2003). Alguns recursos, como a utilização de computadores, exemplos práticos, humor, linguagem estatística simples, trabalho em grupo, ambientes colaborativos, onde seja possível a aprendizagem ativa, podem reduzir a ansiedade e proporcionar aprendizagem efetiva dos conceitos estatísticos (PAN;TANG, 2004).…”

Section: Ensino De Estatísticaunclassified

Ensino de estatística aplicada à administração a distância: um estudo empírico

Mantovani

Viana

Gouvêa

2011

Semin. Cienc. Soc. Hum.

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ResumoEste artigo tem como objetivos: avaliar a experiência dos alunos do curso de graduação em Administração da FEA-RP/USP nas atividades on-line de uma disciplina de Estatística Aplicada e conhecer as características de seu perfil. Focalizou-se uma disciplina semipresencial, que utilizou um ambiente virtual acessado via Internet para disponibilizar materiais didáticos digitais e realizar atividades como enquetes e discussões síncronas e assíncronas. Para o sucesso de um curso on-line, é necessário que os estudantes possuam estrutura adequada de acesso; assim, estudou-se o perfil dos alunos inscritos na matéria. Eles apresentaram estrutura de acesso favorável e conhecimentos sobre Internet, e-mail, chat e fórum, o que influenciou positivamente a satisfação com o curso. Ao final do semestre, realizaram-se grupos focais nos quais os alunos avaliaram a experiência na disciplina. Esta foi considerada positiva, e atribuiu-se flexibilidade ao curso, pois os materiais puderam ser acessados e os trabalhos entregues via Internet a qualquer hora e de qualquer lugar. A interatividade e o atendimento da tutoria contribuíram para a aprendizagem. No entanto, os alunos apontaram que, caso não houvesse obrigatoriedade, não teriam participado das atividades on-line, o que torna este ponto relevante no planejamento do curso. A EAD pode ser utilizada com sucesso no ensino de Estatística; porém, o planejamento cuidadoso é fundamental. The present article has two purposes: to assess the experience of undergraduate students in the course of Administration at FEA-RP/USP in on-line activities of an Applied Statistics discipline and to learn the characteristics of its profile. We focused on a discipline taught in a blended way where a virtual environment accessed via Internet was used to provide digital teaching materials and perform activities such as research and synchronous and asynchronous discussions. In order to ensure the success of an on-line course, students must have proper access to digital tools; thus, the profile of the students enrolled in the discipline was studied. They were found to have proper access and knowledge concerning e-mail, chat and forum tools, which had a positive effect on their satisfaction with the course. At the end of the semester, focal groups were formed to assess the experience in the discipline. The students considered the discipline positive because it conferred flexibility to the course, with the materials accessed and works submitted via Internet any time and anywhere. The interactivity and tutorial assistance contributed to the learning. However, the students reported that they only enrolled in the on-line discipline because it

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Action research and reflection on student approaches to learning in large first year university classes

Herington

Weaven

2008

Aust. Educ. Res.

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This paper presents an action research approach to exploring methods of improving the learning styles and outcomes of first year university students within large class environments. The genesis of this project stemmed from an observation that entire tutorial groups were often lethargic in their approach to learning. Following a survey of learning styles, students were exposed to more student-centric teaching styles within tutorial groups, with a view to encouraging deeper student learning and self-regulated learning behaviours. Although the project was successful in motivating students' participation in class activities, no noticeable change to a sustained deeper learning style became evident. The findings suggest that simply motivating students to participate in class does not necessarily alter overall learning styles, at least in the short term. This suggests that the process of "unlearning" previous learning styles may pose a significant problem for instructors and it appears likely that the process of changing from surface to deep learning may require more than a single course intervention. However, there is some evidence that student-centred and self-regulated learning results in a more positive learning experience for both students and teachers. The article concludes with a model of proposed relationships uncovered by the research which deserve further exploration in the quest to provide greater levels of student satisfaction with their higher education experiences.

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Teaching Statistics With Student Survey Data: A Pedagogical Innovation in Support of Student Learning

Cited by 16 publications

References 22 publications

Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

Ensino de estatística aplicada à administração a distância: um estudo empírico

Action research and reflection on student approaches to learning in large first year university classes

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