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# Teaching Stat I: Putting it all together - PowerPoint PPT Presentation

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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## PowerPoint Slideshow about ' Teaching Stat I: Putting it all together' - jescie-moore

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### Teaching Stat I: Putting it all together

Kirk Steinhorst and Carolyn Keeler

University of Idaho

• The problem: Cobb JSE 1993

• Progress: Keeler and Steinhorst JSE 1995

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

• 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

• 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

• 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)

Kirk Steinhorst and Carolyn Keeler

• A 29

• B 31

• C 24

• D 10

• F 4 + 8*

Overall average 2.5

• Early dropouts 20 (16% of 126)

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

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

Kirk Steinhorst and Carolyn Keeler

• 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.

• 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.

• 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

• 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

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.