An Examination of the Factors Affecting the Efficacy of the Jumbo-Hybrid Model for Introductory Statistics Courses

• Activity Number: 443
• Type: Contributed
• Date/Time: Tuesday, August 11, 2015 : 2:00 PM to 3:50 PM
• Sponsor: Section on Statistical Education
• Author(s): Robin Jeffries* and Kathy Gray
• Companies: California State University at Chico and California State University at Chico
• Keywords: online education ; hybrid model ; intro statistics

Abstract

Declining college budgets and skyrocketing enrollment numbers are leading some colleges to move towards online courses for high enrollment introductory statistics classes. We examined the results of a study comparing student performance between those who receive instruction through a new "jumbo-hybrid" format to those who receive all instruction face-to-face. This hybrid class is designed to move some of the learning online while still maintaining valuable class time. The overarching goal of our study was to identify the differences in student performance in the two formats. A pre-test was given to gauge whether there was a difference in statistical knowledge between students who chose the face-to-face and students who chose the hybrid format. We compared homework and exam scores between face-to-face and hybrid classes. Both classes were given the same exam and comparisons were made for the classes where instructors taught both formats. Topics where face-to-face students outperform hybrid students will be discussed. Suggestions will be made to improve the hybrid type class.