Statistics contents are commonly included in university curricula. Slovenian students in general have a lack of problem solving and application knowledge in mathematics and basic statistics. Moreover, engineering students have a lack of teamwork skills, needed in their professional careers. In order to reduce these shortcomings we designed a model for teaching basic statistics to engineering students. The problem-based learning (PBL) approach served as the basis for this model. We adapted it to the requirements of a basic engineering statistics course and to the environment of a Slovenian university. Four main factors of the model are described in detail: Problems, which enable the development of problem solving skills and application of knowledge; PBL teachers, who need to change their roles and activities in the instruction; aims of the students, and the alternative assessment. The article also makes reference to a pedagogical experiment, in which we verified this model.
Assessing Instructional Effectiveness and Understanding Factors that Contribute to Student Performance in an Engineering Statistics Course: An Exploratory Study
