38 – Research Findings on Student Learning
Is It Real and Is It Really Working?
Amy Phelps
Duquesne University
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.