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Abstract:
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A learner-centered method was developed that engages students in statistics through journal articles on hot-topic research. Before class, students read reference materials on a targeted statistical analysis. In class, students read a research article that uses the targeted statistical analysis. Then students work in small groups using the assigned references to examine the analysis used in the study. The small groups work toward a consensus to answer questions about purpose, components, assumptions, critical tables, significance, and interpretation of the targeted analysis. Finally, the instructor mediates a large group discussion correcting misunderstandings and solidifying learning. Outcome data from four cohorts show the learner-centered procedure significantly increases final exam scores by 27% versus a traditional lecture delivered method after controlling for SAT scores.
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