Evaluating Impact: A Comparison of Learning Experiences and Outcomes of Students Completing A Traditional Versus Multidisciplinary, Project-Based Introductory Statistics Course

Lisa Dierker (), Kristin Flaming (), Jennifer L. Cooper (), Karen Singer-Freeman (), Kaori Germano () and Jennifer Rose ()

International Journal of Education, Training and Learning, 2018, vol. 2, issue 1, 16-28

Abstract: The teaching of statistics is limited by numerous challenges that are not easily overcome with traditional pedagogical approaches. To evaluate the potential impact of a multidisciplinary, project-based course in introductory statistics, this article examines differences in course experiences, confidence, and interest in future experiences with data analysis and applied statistics of students enrolling in a traditional introductory statistics course compared to a multidisciplinary, project-based course. Results demonstrated that students enrolled in the project-based course had more positive course experiences, showed a greater likelihood of increases in confidence in managing data (e.g. setting aside missing data, creating scales and/or dichotomizing variables), choosing the correct statistical test, and writing syntax or code to run statistical analyses. They also showed greater interest in pursuing additional course-work in statistics and related topics. Findings were not better accounted for by differences in background characteristics of the students enrolled in the traditional vs. project-based course.

Keywords: Passion-driven statistics; Project-based learning; Teaching statistics; Flipped classrooms; Multidisciplinary; Introductory statistics. (search for similar items in EconPapers)
Date: 2018
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