scholarly journals USING ACTIVE LEARNING METHODOLOGIES IN AN INTRODUCTORY STATISTICS COURSE

2021 ◽  
Vol 20 (2) ◽  
pp. 2
Author(s):  
ANNA REGINA CORBO ◽  
DANIEL GUILHERME GOMES SASAKI
Keyword(s):  
Active Learning ◽  
Engineering Students ◽  
Public Institution ◽  
Peer Instruction ◽  
Introductory Statistics ◽  
Curricular Content ◽  
Statistics Course ◽  
Traditional Lectures ◽  
Probability And Statistics ◽  
The One

In general, engineering students show little interest in the activities inherent in statistics subjects. This claim may be partly explained by the competition with other subjects in the first years of undergraduate courses, or by student perceived low attractiveness of the classes. In this context, several studies indicated that methodologies where the student is the protagonist of the learning process lead to greater engagement during the activities and better scores in the assessments. This work describes the use of active learning methodologies in an introductory probability and statistics course for Engineering classes at a Brazilian public institution. Two classes were monitored during one term: in the first one (control class) traditional lectures were used, in the second one (experimental class) three different active methodologies were applied, namely: Jigsaw, Peer Instruction and Think-Pair-Share. On the one hand, the results indicated slightly better performances in the experimental class, as well as an increase in attendance. On the other hand, dropout rates were similar in both classes. This study is part of a renewal proposal of the mathematics subjects, based on the use of active learning methodologies and the review of curricular content to meet current pedagogical demands. Abstract: Portuguese Em geral, os alunos de Engenharia demonstram pouco interesse nas atividades inerentes à disciplina de Estatística. Tal constatação pode ser em parte explicada pela concorrência com outras disciplinas do ciclo básico, ou ainda, pela pouca atratividade das aulas. Nesse contexto, diversos estudos apontam que metodologias onde o aluno é o protagonista do processo de aprendizagem acarretam maior engajamento durante as atividades e melhores escores nas avaliações. Este trabalho descreve o uso de metodologias de aprendizagem ativa em um curso introdutório de Probabilidade e Estatística para turmas de Engenharia, numa instituição pública brasileira. Duas turmas foram monitoradas ao longo de um semestre: na primeira, fez-se uso de aulas expositivas dialogadas (turma controle) e, na segunda, aulas com três metodologias ativas diferentes, a saber: Jigsaw, Peer Instruction e Think-Pair-Share (turma experimental). Os resultados indicam um desempenho acadêmico levemente melhor da turma experimental, assim como na frequência dessa turma. Por outro lado, a taxa de evasão manteve-se semelhante em ambas as turmas. Este estudo é parte de uma proposta de renovação para as disciplinas de cunho matemático da instituição, baseada no uso de metodologias de aprendizagem ativa e na revisão de conteúdos curriculares para atender às demandas pedagógicas atuais.

USING RESPONSE SYSTEM THROUGH VOTING IN PEER INSTRUCTION FOR LEARNING SUSTAINABILITY

2015 ◽  
Vol 77 (13) ◽  
Author(s):  
Bosede I. Edwards ◽  
Baharuddin Aris ◽  
Nurbiha A. Shukor ◽  
Hasnah Mohammed
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Peer Instruction ◽  
Performance Tests ◽  
Science Classrooms ◽  
Education Class ◽  
Traditional Lectures ◽  
Improved Learning ◽  
Automated Feedback ◽  
The Individual

Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectiveness. However, most research studies reported in Peer Instruction focused on its use in science education and mainly on the whole pedagogy. The significance of the individual elements of the model have not been fully explored. Reports are also scarce on the use and benefits of PI in non-science classrooms. This study evaluates the pedagogical benefits of one of the elements of the PI model; the use of automated feedback based on students’ voting. 42 students in a postgraduate teacher education class were taken through sessions of Peer Instruction and traditional lectures; learning outcomes were compared in terms of student performance and student engagement and motivation. Performance tests (pre-tests and post-tests), live classroom observations and students’ reflections were monitored to determine the level of performance and engagement. Results show that students reported increased interest, motivation and engagement and the ability of the voting sessions to foster metacognition. Active learning and learning readiness were also emphasized while the lecture sessions were reported as normal or usual. The result validates the usefulness of voting component of the PI model for fostering improved learning; noting that students are able to benefit more from personal evaluation when voting results are displayed after voting.

scholarly journals Promoting Active Learning when Teaching Introductory Statistics and Probability Using a Portfolio Curriculum Approach

2018 ◽  
Vol 7 (2) ◽  
pp. 175 ◽  
Author(s):  
Desmond Adair ◽  
Martin Jaeger ◽  
Owen M. Price
Keyword(s):  
Active Learning ◽  
Student Attitudes ◽  
Traditional Method ◽  
Engineering Students ◽  
Controlled Experiment ◽  
Introductory Statistics ◽  
Control Group ◽  
Control Group Design ◽  
Statistics And Probability ◽  
Post Test

The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty, interactions with other students and work they have completed on their own, is designed to encourage active learning, mainly in the areas of cooperation and collaboration. In order to investigate the effectiveness of the portfolio curriculum, a controlled experiment applying a pre-test-post-test control group design is conducted. Two tests are conducted, one before the commencement of the course (pre-test) and one after the completion of the course (post-test). The effectiveness is evaluated by comparing within-subject post-test and pre-test scores and by comparing the scores between subjects in the experimental group, i.e., those who learned using the portfolio curriculum approach and subjects in the control group, i.e., those who learned using a traditional method of teaching. In addition to analysis of the controlled experiment, a Survey of Attitudes Toward Statistics (SATS) was completed on the first and last day of the semester by the participants so as to give a measure of student confidence, understanding, liking, and difficulty of the portfolio curriculum approach as opposed to using a traditional method of teaching and learning. The findings of these investigations are reported and discussed, as are the merits and problems encountered regarding the methodology and student attitudes regarding the portfolio curriculum approach.

scholarly journals Modelling Dependency Structures Produced by the Introduction of a Flipped Classroom

Mathematics ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 19 ◽  
Author(s):  
Ana D. Maldonado ◽  
María Morales
Keyword(s):  
Performance Indicators ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Basic Knowledge ◽  
Introductory Statistics ◽  
Traditional Teaching ◽  
Traditional Lecture ◽  
Traditional Structure ◽  
Statistics Course ◽  
Dependency Structures

Teaching processes have been changing in the lasts few decades from a traditional lecture-example-homework format to more active strategies to engage the students in the learning process. One of the most popular methodologies is the flipped classroom, where traditional structure of the course is turned over by moving out of the classroom, most basic knowledge acquisition. However, due to the workload involved in this kind of methodology, an objective analysis of the results should be carried out to assess whether the lecturer’s workload is worth the effort or not. In this paper, we compare the results obtained from two different methodologies: traditional lecturing and flipped classroom methodology, in terms of some performance indicators and an attitudinal survey, in an introductory statistics course for engineering students. Finally, we analysed the changes in the relationships among variables of interest when the traditional teaching was moved to a flipped classroom by using Bayesian networks.

Statistical literacy and the news media

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
News Media ◽  
News Article ◽  
Introductory Statistics ◽  
News Story ◽  
Statistical Literacy ◽  
Process Information ◽  
Statistics Course ◽  
Reported Study ◽  
Original Report

An important theme in an introductory statistics course is the connection between statistics and the outside world. Described in this chapter are assignments that can be useful in getting students to learn how to gather and process information presented in the news and scientific reports. These assignments seem to work well only when students have direction about how to do this kind of research. Three versions of the assignment are provided. In all three, students read a news story and the original report on which the article was based, and they complete a worksheet with guidelines for summarizing the reported study. In some versions students are supplied the news story and report and in another each student finds a news article and tracks down the original report on her own. Included here are our guidelines, example instructional packets, and the process we use to organize each type of assignment.

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