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Developing Interactive Educational Songs for Introductory Statistics

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Title: Developing Interactive Educational Songs for Introductory Statistics
Language: English
Authors: Lesser, Lawrence M. (ORCID 0000-0001-5762-3987), Pearl, Dennis K. (ORCID 0000-0003-1981-1826), Weber, John J., Dousa, Dominic M., Carey, Robert P. (ORCID 0000-0003-3794-3849), Haddad, Stephen A.
Source: Journal of Statistics Education. 2019 27(3):238-252.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 1544426
154437
1544243
Document Type: Journal Articles
Reports - Descriptive
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Singing, Introductory Courses, Statistics, Mathematics Instruction, Teaching Methods, Feedback (Response), Musical Composition, Anxiety, Black Colleges, Two Year Colleges, Two Year College Students, Instructional Innovation, Student Attitudes, Computer Software, Mathematics Tests, Active Learning, Cues, Computer Assisted Instruction
DOI: 10.1080/10691898.2019.1677533
ISSN: 1069-1898
Abstract: This article describes the process used to develop and assess an NSF-funded instructional innovation: an online collection (https://www.CAUSEweb.org/smiles/) of 28 interactive songs of high esthetic quality designed to span literature-based learning objectives of introductory statistics that develop statistical literacy and reasoning. The interactive songs are also designed to reduce statistics anxiety and require little time or instructor expertise. The songs are interactive in that the interface solicits (and provides hints and feedback on) student contributions (concepts or examples) and then plays back the song with student inputs integrated and highlighted. After providing a brief background, this article describes requirements, challenges, and opportunities in educational songwriting for the mathematical sciences, then describes the intervention and how its special nature affected the development process. Pilot studies at a research university and at a majority Black two-year college showed that students found the innovation to be a good tool to help their learning, reduce their anxiety about statistics, have an easy to follow interface, and use high quality songs. Analysis of log files from the use of the software shows some evidence of better performance on assessments after use and informs improvements of the automated feedback. Supplemental materials for this article are available online.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1238084
Database: ERIC
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  Data: Developing Interactive Educational Songs for Introductory Statistics
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  Data: <searchLink fieldCode="AR" term="%22Lesser%2C+Lawrence+M%2E%22">Lesser, Lawrence M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5762-3987">0000-0001-5762-3987</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pearl%2C+Dennis+K%2E%22">Pearl, Dennis K.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1981-1826">0000-0003-1981-1826</externalLink>)<br /><searchLink fieldCode="AR" term="%22Weber%2C+John+J%2E%22">Weber, John J.</searchLink><br /><searchLink fieldCode="AR" term="%22Dousa%2C+Dominic+M%2E%22">Dousa, Dominic M.</searchLink><br /><searchLink fieldCode="AR" term="%22Carey%2C+Robert+P%2E%22">Carey, Robert P.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3794-3849">0000-0003-3794-3849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Haddad%2C+Stephen+A%2E%22">Haddad, Stephen A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Statistics+Education%22"><i>Journal of Statistics Education</i></searchLink>. 2019 27(3):238-252.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/10691898.2019.1677533
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  Label: ISSN
  Group: ISSN
  Data: 1069-1898
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article describes the process used to develop and assess an NSF-funded instructional innovation: an online collection (https://www.CAUSEweb.org/smiles/) of 28 interactive songs of high esthetic quality designed to span literature-based learning objectives of introductory statistics that develop statistical literacy and reasoning. The interactive songs are also designed to reduce statistics anxiety and require little time or instructor expertise. The songs are interactive in that the interface solicits (and provides hints and feedback on) student contributions (concepts or examples) and then plays back the song with student inputs integrated and highlighted. After providing a brief background, this article describes requirements, challenges, and opportunities in educational songwriting for the mathematical sciences, then describes the intervention and how its special nature affected the development process. Pilot studies at a research university and at a majority Black two-year college showed that students found the innovation to be a good tool to help their learning, reduce their anxiety about statistics, have an easy to follow interface, and use high quality songs. Analysis of log files from the use of the software shows some evidence of better performance on assessments after use and informs improvements of the automated feedback. Supplemental materials for this article are available online.
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        Value: 10.1080/10691898.2019.1677533
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      – Text: English
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      – SubjectFull: Singing
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      – SubjectFull: Introductory Courses
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