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496 – Collection and Usage of Process, Motion, and Other Non-Standard Data
Introductory Statistics Students' Achievement in a Flipped-Concept Classroom Using Active Learning for Simple Linear Regression
Natasha Gerstenschlager
Middle Tennessee State University
Lisa Green
Middle Tennessee State University
Brandon Hanson
Middle Tennessee State University
Nancy McCormick
Middle Tennessee State University
Scott McDaniel
Middle Tennessee State University
Ginger Rowell
Middle Tennessee State University
Jeremy Strayer
Middle Tennessee State University
The Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report recommends active learning in introductory statistics classrooms as a way to teach statistical concepts effectively. The Middle Tennessee State University (MTSU) Modules for Teaching Statistics with Pedagogies using Active Learning (MTStatPAL) team is addressing this recommendation by designing active learning modules for instructors of introductory statistics. These modules include learning materials for students and materials designed to support instructors in learning how to use active learning effectively to teach fundamental concepts in introductory statistics. The modules contain the lesson, a technology-facilitated pre- or post- class activity that covers concepts needed for the active learning lesson, and teacher support material such as a tip sheet and a video of an experienced teacher using the lesson. The module described in this paper covers the topic of linear regression as a descriptive measure. Student performance results from a pre-test and a post-test and final exam demonstrate the effectiveness of the implementation of this module. Additionally, data from student feedback forms regarding the modules demonstrate support from the students for this instructional method.