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Teaching Stat I: Putting it all together

This paper by Kirk Steinhorst and Carolyn Keeler presents the evolution and current state of the Statistics Teaching Reform movement at the University of Idaho. It discusses essential components of effective statistics teaching, including statistical literacy, active learning strategies, and the use of technology such as web-based materials and authentic assessments. The authors share findings from course evaluations, highlighting successes in student engagement, particularly among higher-performing students, while noting challenges faced by students needing more support. Recommendations for future practice are also provided.

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Teaching Stat I: Putting it all together

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  1. Teaching Stat I: Putting it all together Kirk Steinhorst and Carolyn Keeler University of Idaho

  2. Kirk Steinhorst and Carolyn Keeler

  3. 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

  4. The Essential Ingredients • Statistical thinking vs. data analysis vs mechanics • Technology…statistical computing, web-based learning materials, WebCT • Activity-based learning and authentic assessment

  5. 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

  6. 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)

  7. Assessment: Activities, homework and tests

  8. Assessment: Activities, homework and tests Kirk Steinhorst and Carolyn Keeler

  9. The one BIG idea

  10. Outcomes • Grade distribution • A 29 • B 31 • C 24 • D 10 • F 4 + 8* Overall average 2.5 • Early dropouts 20 (16% of 126)

  11. Midcourse Evaluation +

  12. Midcourse Evaluation -

  13. Diagnostic quiz-weeks 1 & 14

  14. End of Course Evaluation +

  15. End of Course Evaluation -

  16. 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

  17. Remember our plan… Use active learning in cooperative groups with web-based instructional materials and authentic assessment Kirk Steinhorst and Carolyn Keeler

  18. 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.

  19. 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.

  20. 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

  21. 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

  22. 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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