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Teaching Stat I: Putting it all together. Kirk Steinhorst and Carolyn Keeler University of Idaho. The Statistics Teaching Reform movement. The problem: Cobb JSE 1993 Progress: Keeler and Steinhorst JSE 1995 Current status: Garfield, Hogg, Schau, and Whittinghill JSE 2002.

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Teaching stat i putting it all together

Teaching Stat I: Putting it all together

Kirk Steinhorst and Carolyn Keeler

University of Idaho



The statistics teaching reform movement
The Statistics Teaching Reform movement

  • The problem: Cobb JSE 1993

  • Progress: Keeler and Steinhorst JSE 1995

  • Current status: Garfield, Hogg, Schau, and Whittinghill JSE 2002


The essential ingredients
The Essential Ingredients

  • Statistical thinking vs. data analysis vs mechanics

  • Technology…statistical computing, web-based learning materials, WebCT

  • Activity-based learning and authentic assessment


Course goals statistics and probability
Course goals-Statistics and Probability

  • Statistical literacy

  • Probability as needed in other courses

  • Statistical numeracy (ability to calculate things and draw graphs

  • Ability to apply statistics in professional life and in public life

Kirk Steinhorst and Carolyn Keeler


Format
Format

  • Large lecture, stadium seating, computer projection and overheads

  • 30 minute mini-lecture, 20 minute in-class group activity

  • Instructor can call up web text and applets in class

  • WebCT used for out of class activities (2)



Assessment activities homework and tests1
Assessment: Activities, homework and tests

Kirk Steinhorst and Carolyn Keeler



Outcomes
Outcomes

  • Grade distribution

    • A 29

    • B 31

    • C 24

    • D 10

    • F 4 + 8*

      Overall average 2.5

    • Early dropouts 20 (16% of 126)







S urvey of a ttitudes t owards statistics candace schau univ new mexico
Survey of Attitudes Towards Statistics (Candace Schau Univ New Mexico)

  • 28 Likert items reduce to 4 scales –

    • affect (+ - feelings) 6 items

    • cognitive competence (intellectual skills) 6 items

    • value of statistics 9 items

    • difficulty of statistics 7 items

  • 115 pre, 72 post, 64 complete change scores – a decrease of about 5 points in the first 3 scales and about 3 points on the difficulty scale


Remember our plan
Remember our plan…

Use active learning in cooperative groups with web-based instructional materials and authentic assessment

Kirk Steinhorst and Carolyn Keeler


Findings
Findings

  • The system works for the top half of the class

    • Those students who use the technology like it.

    • In-class active learning works.

    • In-class tests based on takehome tests leads to effective authentic assessment.


Findings1
Findings

  • The poor or below average student has great difficulty with “statistical thinking” – technology doesn’t help.

    • WebCT based discussions were not successful.

    • The poor student could not use the web-based text effectively.

    • Poorer students need regular homework in addition to activities.


Recommendations
Recommendations

  • Use a conventional textbook with on-line applets

  • Assign and collect homework regularly

  • Use Minitab or SYSTAT

  • Keep in-class activities and takehome/in-class testing


Conclusions
Conclusions

  • Active learning in cooperative groups can work in large classes

  • Use web-based instructional materials carefully –too much technology overwhelms the poorer student

  • Activities and tests as described are good models for authentic assessment

Kirk Steinhorst and Carolyn Keeler


Final comment on the plan
Final comment on the plan:

Use active learning in cooperative groups with web-based instructional materials and authentic assessment…

We went a step or two too far. Back off on web text and web discussion. The rest is good.


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