Designing an introductory statistics subject for students with diverse educational backgrounds and chosen qualifications.
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| Title: | Designing an introductory statistics subject for students with diverse educational backgrounds and chosen qualifications. |
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| Authors: | Kuveke, Rupert E. H.1 r.kuveke@latrobe.edu.au, Shaker, Amanda J.1 a.shaker@latrobe.edu.au, Prendergast, Luke1 luke.prendergast@latrobe.edu.au |
| Source: | MSOR Connections. 2024, Vol. 22 Issue 3, p17-28. 12p. |
| Subject Terms: | *College curriculum, *Education statistics, *Accounting students, *Student engagement, *Educational background |
| Abstract: | This is a case study on the design of a first-year undergraduate statistics subject at La Trobe University, entitled Making Sense of Data, which is taken by students from various disciplines. To account for students' diverse educational backgrounds and chosen qualifications, this subject is designed such that all students complete core statistics concepts, while a third of the subject contains stream-specific content. This subject design provides students with a solid foundation in statistics, while addressing the demand for a flexible first-year statistics subject which is accessible and relevant for students enrolled in a variety of tertiary degrees. This structure allows for stream-specific lectures, computer lab material, assessments, and even statistical software programs to be used across different streams. The design also incorporates strategies for addressing statistics anxiety within the curriculum. In this paper, we present the outcomes of this subject design in terms of student performance, engagement and satisfaction. We also present iterative and reflective changes that have been made to the subject over time, in response to student and staff feedback, and discuss the impact these changes have had on student outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of MSOR Connections is the property of Higher Education Academy and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178892057 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.21100/msor.v22i3.1480 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 17 Subjects: – SubjectFull: College curriculum Type: general – SubjectFull: Education statistics Type: general – SubjectFull: Accounting students Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Educational background Type: general Titles: – TitleFull: Designing an introductory statistics subject for students with diverse educational backgrounds and chosen qualifications. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kuveke, Rupert E. H. – PersonEntity: Name: NameFull: Shaker, Amanda J. – PersonEntity: Name: NameFull: Prendergast, Luke IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14734869 Numbering: – Type: volume Value: 22 – Type: issue Value: 3 Titles: – TitleFull: MSOR Connections Type: main |
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