Redesign of the Statistics Course to Improve Graduates’ Skills

Marta Benková, Dagmar Bednárová, Gabriela Bogdanovská and Marcela Pavlíčková
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Marta Benková: Institute of Control and Informatization of Production Processes, Faculty of Mining, Ecology, Process Control and Geotechnologies, Technical University of Košice, Němcovej 3, 042 00 Košice, Slovakia
Dagmar Bednárová: Institute of Control and Informatization of Production Processes, Faculty of Mining, Ecology, Process Control and Geotechnologies, Technical University of Košice, Němcovej 3, 042 00 Košice, Slovakia
Gabriela Bogdanovská: Institute of Control and Informatization of Production Processes, Faculty of Mining, Ecology, Process Control and Geotechnologies, Technical University of Košice, Němcovej 3, 042 00 Košice, Slovakia
Marcela Pavlíčková: Institute of Control and Informatization of Production Processes, Faculty of Mining, Ecology, Process Control and Geotechnologies, Technical University of Košice, Němcovej 3, 042 00 Košice, Slovakia

Mathematics, 2022, vol. 10, issue 15, 1-26

Abstract: In general, college students have concerns about mastering the Statistics course. Several scientific articles suggest that methodologies in which the student is an active part of the educational process lead to their greater involvement in teaching activities and better results in their overall assessment. A modified form of the Mathematics course inspires this study. The Mathematics course precedes the Statistics course. This study presents students’ results from both affected courses for the last 12 years. The authors obtained the data from the Modular Academic Information System (MAIS). The study describes the Statistics course, which is a combination of the traditional form of teaching and learning with elements of active learning. The product is a redesign of this course. The proposed changes are based on the requirements of some stakeholders. The results are from a survey of course graduates, from the experience of online teaching during the COVID-19 pandemic, and the introduction of active-learning elements. The authors of the article point out the risks and opportunities they found in teaching the Statistics course.

Keywords: Statistics course; Mathematics course; active learning; project-based learning; online learning; hard skills; soft skills; COVID-19 pandemic; questionnaire survey (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
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