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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
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  Data: The Impact of Student-Directed Projects in Introductory Statistics
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  Data: 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/
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  Data: 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.
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      – Text: English
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        PageCount: 22
        StartPage: 240
    Subjects:
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Student Projects
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      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Research Projects
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      – SubjectFull: New York
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      – TitleFull: The Impact of Student-Directed Projects in Introductory Statistics
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