Get Real! Is it Real-Ly Effective?

• Activity Number: 38
• Type: Contributed
• Date/Time: Sunday, August 3, 2014 : 2:00 PM to 3:50 PM
• Sponsor: Section on Statistical Education
• Author(s): Amy Phelps*+
• Companies: Duquesne University
• Keywords: Retention ; Real data ; Student Research Projects ; Service-Learning ; Authentic Assessment

Abstract

This talk summarizes results of several years of developing pedagogy beginning with student generated projects in a non-majors statistics class and tracking student perceptions and performance through changes including optional service-learning (SL) projects, required oral presentations and end-of-semester reflections. Instruction uses bi-weekly lab assignments to instruct a variety of statistical tests and technology available for applied research and timed written assignments promote written communication of steps required in a research project. Student performance is measured by a retention exam given in an upper level core course. Perceptions are measured by prompted reflection questions. Students self-selecting a SL project have higher course grades (p< 0.01) and write more freely about satisfaction and personal development. Course grades continue to be the strongest predictor of increased retention (p< 0.01), while increased time between taking statistics and the retention exam reduce performance (P< 0.01); however, required oral presentations may positively increase retention (p=0.07) when taken within one year of completing statistics.