Student Peer-Led Discussion in Real-Time Evaluation of Introductory Statistics Teaching
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| Title: | Student Peer-Led Discussion in Real-Time Evaluation of Introductory Statistics Teaching |
|---|---|
| Language: | English |
| Authors: | A. F. M. Saiful Islam (ORCID |
| Source: | Teaching Statistics: An International Journal for Teachers. 2026 48(1):S89-S96. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Statistics Education, Introductory Courses, Group Discussion, Graduate Students, Foreign Countries, Masters Programs, Informal Education, Feedback (Response), Learner Engagement, Student Satisfaction, Scores, Units of Study |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1002/test.70024 |
| ISSN: | 0141-982X 1467-9639 |
| Abstract: | Introductory statistics courses, prevalent in higher education, face challenges in collecting and applying student evaluations within their short duration, especially for diverse Master of Science cohorts with varied subject backgrounds. UK guidance on teaching graduate students introductory statistics prioritizes assessment and feedback over real-time teaching evaluation implementation. To address this, 120 graduate Master of Science students in an introductory statistics module participated in a novel evaluation process. Student representatives gathered teaching feedback from peers in an informal post-lecture setting with pizza, fostering a relaxed environment. This feedback was promptly relayed to the introductory statistics module educators, enabling them to adjust lectures for the same cohort. Compared to the previous academic year, this approach enhanced student engagement, satisfaction, and end-of-module scores. Real-time evaluation significantly improved teaching effectiveness for 95% of module lecturers, offering a practical method to incorporate student feedback within a single course cycle, benefiting educators and diverse graduate students in mastering statistics. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505791 |
| Database: | ERIC |
| Abstract: | Introductory statistics courses, prevalent in higher education, face challenges in collecting and applying student evaluations within their short duration, especially for diverse Master of Science cohorts with varied subject backgrounds. UK guidance on teaching graduate students introductory statistics prioritizes assessment and feedback over real-time teaching evaluation implementation. To address this, 120 graduate Master of Science students in an introductory statistics module participated in a novel evaluation process. Student representatives gathered teaching feedback from peers in an informal post-lecture setting with pizza, fostering a relaxed environment. This feedback was promptly relayed to the introductory statistics module educators, enabling them to adjust lectures for the same cohort. Compared to the previous academic year, this approach enhanced student engagement, satisfaction, and end-of-module scores. Real-time evaluation significantly improved teaching effectiveness for 95% of module lecturers, offering a practical method to incorporate student feedback within a single course cycle, benefiting educators and diverse graduate students in mastering statistics. |
|---|---|
| ISSN: | 0141-982X 1467-9639 |
| DOI: | 10.1002/test.70024 |
