Open AccessTHE IMPACT OF STUDENT-DIRECTED PROJECTS IN INTRODUCTORY STATISTICS
Author(s) -
Dianna J. Spence,
Brad Bailey,
Julia L. Sharp
Publication year - 2017
Publication title -
statistics education research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.538
H-Index - 14
ISSN - 1570-1824
DOI - 10.52041/serj.v16i1.230
Subject(s) - statistics education , mathematics education , statistics , statistical analysis , inclusion (mineral) , psychology , set (abstract data type) , student achievement , computer science , medical education , academic achievement , mathematics , medicine , social psychology , programming language
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. First published May 2017 at Statistics Education Research Journal Archives