ACHIEVING STATISTICS SELF-ACTUALIZATION: FACULTY SURVEY ON TEACHING APPLIED SOCIAL STATISTICS

2021 ◽  
Vol 19 (2) ◽  
pp. 57-75
Author(s):  
SARAH L. FERGUSON ◽  
MARYBETH WALPOLE ◽  
MADJIGUENE S. B. FALL
Keyword(s):  
Learning Theory ◽  
Statistics Education ◽  
Faculty Perceptions ◽  
Research Journal ◽  
Faculty Teaching ◽  
Faculty Survey ◽  
Self Actualization ◽  
Social Statistics ◽  
Statistics Courses ◽  
Student Reflections

In this paper, we detail a convergent mixed-methods survey of faculty teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Maslow’s 1943 theory of Hierarchy of Needs. First published June 2020 at Statistics Education Research Journal Archives

COMPARISON OF FUTURE COURSE ENROLLMENT AMONG STUDENTS COMPLETING ONE OF FOUR DIFFERENT INTRODUCTORY STATISTICS COURSES

2021 ◽  
Vol 19 (3) ◽  
Author(s):  
VALERIE NAZZARO ◽  
JENNIFER ROSE ◽  
LISA DIERKER
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Introductory Statistics ◽  
Course Enrollment ◽  
Research Journal ◽  
Statistics Course ◽  
Potential Impact ◽  
Statistics Courses ◽  
Subsequent Selection ◽  
Selection Of

A central challenge of introductory statistics is the development of curricula that not only serve diverse students, but also leave them wanting more. To evaluate the potential impact of a multidisciplinary, project-based introductory statistics course, students’ future course decisions were compared against traditional statistics courses using administrative data from the fall 2009 through spring 2018 semesters. Results indicated that the project-based course helped promote continued interest in the field of statistics and data analysis based on subsequent selection of courses in the field. First published December 2020 at Statistics Education Research Journal: Archives

scholarly journals STATISTICS TEST QUESTIONS: CONTENT AND TRENDS

2014 ◽  
Vol 13 (2) ◽  
pp. 202-217
Author(s):  
AUDY SALCEDO
Keyword(s):  
Education Research ◽  
Cognitive Abilities ◽  
Statistics Education ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Solo Taxonomy ◽  
Research Journal ◽  
University Level ◽  
Statistics Courses ◽  
The University

This study presents the results of the analysis of a group of teacher-made test questions for statistics courses at the university level. Teachers were asked to submit tests they had used in their previous two semesters. Ninety-seven tests containing 978 questions were gathered and classified according to the SOLO taxonomy (Biggs & Collis, 1982) and to the definitions of statistical literacy, statistical reasoning and statistical thinking (delMas, Ooms, Garfield & Chance, 2007). Results suggest a strong preference for questions that address the evaluation of cognitive abilities in the lower levels of the taxonomies used. Reflections as to the implications of these results for the teaching and evaluation of statistics courses are presented. First published November 2014 at Statistics Education Research Journal Archives

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Statistics Education Research Journal

2004 ◽  
Vol 4 (3) ◽  
pp. 58-58
Author(s):  
Flavia Jolliffe ◽  
Iddo Gal
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

CONCEPTUAL KNOWLEDGE OF CONFIDENCE INTERVALS IN PSYCHOLOGY UNDERGRADUATE AND GRADUATE STUDENTS

2019 ◽  
Vol 18 (1) ◽  
pp. 46-62
Author(s):  
NOELLE M. CROOKS ◽  
ANNA N. BARTEL ◽  
MARTHA W. ALIBALI
Keyword(s):  
Graduate Students ◽  
Confidence Intervals ◽  
Null Hypothesis ◽  
Conceptual Knowledge ◽  
Statistics Education ◽  
Psychology Students ◽  
Sample Mean ◽  
P Values ◽  
Research Journal ◽  
Graduate Psychology Students

In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis  significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. First published May 2019 at Statistics Education Research Journal Archives

Editorial and Front Matter

2014 ◽  
Vol 13 (1) ◽  
pp. 5-6
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

First published May 2014 at Statistics Education Research Journal Archives

FORTHCOMING IASE CONFERENCES

2013 ◽  
Vol 12 (2) ◽  
pp. 84-87
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Forthcoming IASE Conferences First published November 2013 at Statistics Education Research Journal Archives

FORTHCOMING IASE CONFERENCES

2014 ◽  
Vol 13 (1) ◽  
pp. 77-79
Author(s):  
ROBERT DELMAS ◽  
PETER PETOCZ
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Statistics Education Research ◽  
Research Journal

Forthcoming IASE Conferences First published May 2014 at Statistics Education Research Journal Archives

INTRODUCTORY STATISTICS COURSE TERTIARY STUDENTS’ UNDERSTANDING OF P-VALUES

2014 ◽  
Vol 13 (1) ◽  
pp. 53-65 ◽  
Author(s):  
ROBYN REABURN
Keyword(s):  
Null Hypothesis ◽  
Probabilistic Reasoning ◽  
Statistics Education ◽  
Introductory Statistics ◽  
P Values ◽  
Testing Procedures ◽  
Research Journal ◽  
Null Hypothesis Testing ◽  
Statistics Course ◽  
Teaching Programs

This study aimed to gain knowledge of students’ beliefs and difficulties in understanding p-values, and to use this knowledge to develop improved teaching programs. This study took place over four consecutive teaching semesters of a one-semester tertiary statistics unit. The study was cyclical, in that the results of each semester were used to inform the instructional design for the following semester. Over the semesters, the following instructional techniques were introduced: computer simulation, the introduction of hypothetical probabilistic reasoning using a familiar context, and the use of alternative representations. The students were also encouraged to write about their work. As the interventions progressed, a higher proportion of students successfully defined and used p-values in Null Hypothesis Testing procedures. First published May 2014 at Statistics Education Research Journal Archives

scholarly journals STATISTICAL LITERACY AS THE EARTH MOVES

2017 ◽  
Vol 16 (1) ◽  
pp. 31-37
Author(s):  
CHRIS J. WILD
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Human Interaction ◽  
Data Display ◽  
Statistical Literacy ◽  
Bob Dylan ◽  
Research Journal ◽  
The Earth ◽  
The Times ◽  
Seismic Forces

“The Times They Are a-Changin’” says the old Bob Dylan song. But it is not just the times that are a-changin’. For statistical literacy, the very earth is moving under our feet (apologies to Carole King). The seismic forces are (i) new forms of communication and discourse and (ii) new forms of data, data display and human interaction with data. These upheavals in the worlds of communication and data are ongoing. If anything, the pace of change is accelerating. And with it, what it means to be statistically literate is also changing. So how can we tell what is important? We will air some enduring themes and guiding principles. First published May 2017 at Statistics Education Research Journal Archives

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