The Effect of Technology-based Interventions on the Performance of First Year University Statistics Students

Reyneke, Fransonet; Fletcher, Lizelle; Harding, Ansie

doi:10.1080/18117295.2018.1477557

Cited by 9 publications

(6 citation statements)

References 25 publications

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“…The major advantages of the computer-based application included immediate feedback and quick evaluation. Reyneke et al (2018) approached this issue from a similar point of view: they compared statistics students' success rate in traditional education, and in education using an online homework system. They identified statistically significant success rate improvement in the latter group.…”

Section: Resultsmentioning

confidence: 99%

“…Similarly Čipková et al (2019) described scientific literacy levels achieved by Slovak secondary school graduates. Reyneke et al (2018) explored the effects of educational innovations, such as on-line homework system in combination with a "flipped" classroom, on the performance of university statistics students. Innovative approaches in college statistics and their effects were examined also by Groeneveld (2014).…”

Section: Introductionmentioning

confidence: 99%

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Non-Parametric Anova Methods Applied on Students' Performance Development in Course of Statistics

Zámková¹,

Prokop²,

Stolín³

2020

Acta Univ. Agric. Silvic. Mendelianae Brun.

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This study intends to use non-parametric statistical methods for comparison of mean values in assessing the changes of overall grades in basic statistics at the College of Polytechnics in Jihlava. The data covering students' grades were transferred to the ordinal scale and evaluated with the use of the corresponding non-parametric statistical methods, due to failing the data normality test. In order to identify statistically significant grade differences over the years 2006–2018, we have used the test of equality of means as well as the relevant analyses of variance, i.e. the Mann-Whitney U test to compare two samples, the Kruskal-Wallis test to compare multiple samples, and the post hoc analysis. All tests that were carried out confirm that on average, women and Finance and Management students tend to achieve better grades in statistics, as opposed to men, and Travel and Tourism students. Mean grades have rather fluctuated over the years. In the beginning (2006–2009) and in the end (2014–2017) of the observed period the grades have been significantly superior to the grades in the in-between stage (2010–2013). The identified fluctuation in grades shall lead to implementation of measures aimed at achieving an overall increase in statistics' education quality and students' grades.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Non-Parametric Anova Methods Applied on Students' Performance Development in Course of Statistics

Zámková¹,

Prokop²,

Stolín³

2020

Acta Univ. Agric. Silvic. Mendelianae Brun.

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“…However, when we calculated p values based on the means, SDs, and sample sizes, nine studies showed a statistically significant difference at α = .05, while two did not (Table 1). In terms of simple differences in means between class formats, one study (Gundlach et al, 2015) observed a benefit A c c e p t e d M a n u s c r i p t of the traditional LC class; two studies found a difference in mean final outcome percentage less than 5% (Nielsen, Bean, & Larsen, 2018, Khan & Watson Study 2); four studies found a difference in mean final outcome percentage greater than 5% but less than 10% (Reyneke, Fletcher, & Harding, 2018, Khan & Watson Study 1, Shinaberger, 2017, and Wilson, 2013, and four found a difference in mean final outcomes greater than 10% (Cilli-Turner, 2015, Peterson, 2016Heuett, 2017;and Maldonado & Morales, 2019). Shinaberger (2017) reported a covariateadjusted simple difference in means between the FC and LC, while the rest of the effects were unadjusted simple difference in mean performance.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Though all studies used a common metric (mean class percentage), a potential concern was that not all studies used final exam as the primary outcome. To address this, we removed two studies with final grade as outcome (Maldonado & Morales, 2019;and Reyneke, Fletcher, & Harding, 2018), and one study that used a non-credit post-test evaluation (Wilson, 2013). Our analysis of these eight studies with a final exam score outcome resulted in a slight decrease to the Figure 4) appears asymmetrical, with the lower left area of the funnel plot missing studies, an area corresponding to smaller studies that favour the LC, suggesting that studies may be missing due to publication bias.…”

Section: Sensitivity Analysismentioning

confidence: 99%

The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis

Farmus

Cribbie

Rotondi

2020

Journal of Statistics Education

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The flipped classroom (FC) inverts the traditional classroom by having students participate in passive aspects of learning at home and active aspects of learning in class with the guide of an instructor. The introductory statistics course for non-math majors may be especially suited to the FC model given its unique challenges as a required course for students with varying mathematical skills and background. For example, these students often have low interest and high statistics related anxiety. Recent studies suggest the FC for introductory statistics courses leads to increased performance relative to a traditional lecture-based classroom (LC). This metaanalysis compared the academic performance of students in introductory statistics courses for non-math majors who were taught in a FC versus those taught in a LC. Results indicate that students in the FC had significantly higher final performance outcomes compared to the LC delivery with an average difference of 6.9% in performance (Hedge's g = 0.43), though there was evidence of moderation by the presence of weekly in-class quizzes. These findings suggest that implementing the FC within the introductory statistics classroom at the undergraduate level may improve learning achievement, but more research is needed to explore the role of regular class quizzes.

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“…Furthermore, online homework can potentially address student passivity and poor engagement with content by requiring time on task (Means et al, 2010). The use of online homework has been shown to improve student success in a large first-year statistics course when combined with a flipped class instructional design (Reyneke et al, 2018), and in organic chemistry (Malik et al 2014;Parker & Loudon, 2013;Richards-Babb et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry

Pilcher

Potgieter

Fletcher

2023

African Journal of Research in Mathematics, Science and Technol

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The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an experimental design, we compared the impact of class tutorials and online homework to support learning offered in face-to-face lectures on student performance. We found that there were no topics in the introductory organic chemistry syllabus in which students who had completed online homework instead of large class tutorials performed better. By contrast, for all topics except "Curved arrows in mechanisms", the mean performance of students who attended a large class tutorial was statistically significantly better than for those who completed online homework instead. This large quantitative study with a sample of 667 students demonstrated the advantage conferred by face-to-face tutorials with peer learning and personal feedback even in a large class setting with only three sessions per student. Our recommendation is that an online homework system in blended courses should not replace face-to-face tutorials for topics reliant on personalized instruction and feedback. We motivate for investing resources and effort to provide face-toface problem-solving sessions in high enrolment introductory organic chemistry courses to improve performance.

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The Effect of Technology-based Interventions on the Performance of First Year University Statistics Students

Cited by 9 publications

References 25 publications

Non-Parametric Anova Methods Applied on Students' Performance Development in Course of Statistics

Non-Parametric Anova Methods Applied on Students' Performance Development in Course of Statistics

The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis

Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry

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