The Impact of Student-Directed Projects in Introductory Statistics
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| Title: | The Impact of Student-Directed Projects in Introductory Statistics |
|---|---|
| Language: | English |
| Authors: | Spence, Dianna J., Bailey, Brad, Sharp, Julia L. |
| Source: | Statistics Education Research Journal. May 2017 16(1):240-261. |
| Availability: | International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1021584 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Statistics, Introductory Courses, Student Projects, Instructional Materials, Research Projects, Self Efficacy, Regression (Statistics), Statistical Analysis, Student Attitudes, Quasiexperimental Design, College Faculty, College Students |
| Geographic Terms: | California, Massachusetts, Minnesota, New York, Oregon, Pennsylvania, South Carolina, West Virginia |
| ISSN: | 1570-1824 |
| Abstract: | A multi-year study investigated the impact of incorporating student-directed discovery projects into introductory statistics courses. Pilot instructors at institutions across the United States taught statistics implementing student-directed projects with the help of a common set of instructional materials designed to facilitate such projects. Researchers measured the impact of these projects on student learning and on students' attitudes and beliefs about statistics. Results of the quantitative analyses are shared, with subsequent discussion of their implications. Findings suggest that inclusion of student-directed research projects in introductory statistics can lead to greater statistics self-efficacy and improved statistical knowledge in specific domains. Additional analyses suggest that these student benefits may improve as their instructors gain more experience facilitating such projects. |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2017 |
| Access URL: | https://iase-web.org/documents/SERJ/SERJ16(1)_Spence.pdf |
| Accession Number: | EJ1152478 |
| Database: | ERIC |
| Abstract: | A multi-year study investigated the impact of incorporating student-directed discovery projects into introductory statistics courses. Pilot instructors at institutions across the United States taught statistics implementing student-directed projects with the help of a common set of instructional materials designed to facilitate such projects. Researchers measured the impact of these projects on student learning and on students' attitudes and beliefs about statistics. Results of the quantitative analyses are shared, with subsequent discussion of their implications. Findings suggest that inclusion of student-directed research projects in introductory statistics can lead to greater statistics self-efficacy and improved statistical knowledge in specific domains. Additional analyses suggest that these student benefits may improve as their instructors gain more experience facilitating such projects. |
|---|---|
| ISSN: | 1570-1824 |
