USING A MIDTERM WARNING SYSTEM TO IMPROVE STUDENT PERFORMANCE AND ENGAGEMENT IN AN INTRODUCTORY STATISTICS COURSE: A RANDOMIZED CONTROLLED TRIAL

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-11-30 DOI:10.52041/serj.v22i3.406

N. Rotondi, David Rudoler, William Hunter, Olayinka Sanusi, Chris Collier, Michael Rotondi

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引用次数: 0

Abstract

This article reports on an evaluation the effectiveness of e-mailed grade “nudges” on students’ performance and engagement in an introductory statistics course for undergraduate health science students. In 2020–2021, 358 students were randomized to an e-mail (n = 178) or no e-mail (n = 180) group. The intervention e-mail contained information on each student’s predicted final grade (grade nudge). Using two-sample t-tests, the statistical analysis of final grades in the course showed a higher compatibility with a model of no mean difference for students in the e-mail (73.5%) vs. no e-mail (72.1%) group. Comparison of the distributions of final grades between the two groups, however, suggested the e-mailed nudges may be related to slight improvements in final grades. Specifically, the median final grade was higher in the e-mail group (74.6 vs. 72.4); the Q1 value in the e-mail group was also higher, and the interquartile range was similar: no e-mail group (15.8) vs. e-mail group (14.2). Students also completed the Scale of Student Engagement in Statistics (SSE-S). Total engagement, affective and cognitive subscale scores of the SSE-S were higher in the e-mail group, resulting in low compatibility with a model of no difference in engagement scores. Overall, the results showed there is potential for our midterm warning system to be used to improve outcomes, particularly given that it is simple to implement, cost-effective, and easily scalable.

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在统计学入门课程中使用期中预警系统提高学生成绩和参与度：随机对照试验

本文报告了一项关于电子邮件成绩 "提示 "对健康科学本科生统计学入门课程中学生成绩和参与度的有效性评估。2020-2021 年，358 名学生被随机分配到有电子邮件组（n = 178）或无电子邮件组（n = 180）。干预电子邮件包含每个学生的期末成绩预测信息（成绩提示）。通过双样本 t 检验，对课程最终成绩的统计分析显示，电子邮件组（73.5%）与无电子邮件组（72.1%）的学生更符合无平均差异模型。然而，通过比较两组学生的期末成绩分布，我们发现电子邮件激励可能与期末成绩的轻微提高有关。具体来说，电子邮件组的期末成绩中位数更高（74.6 分对 72.4 分）；电子邮件组的 Q1 值也更高，四分位数之间的范围相似：无电子邮件组（15.8 分）对电子邮件组（14.2 分）。学生还完成了 "学生统计参与度量表"（SSE-S）。电子邮件组的参与度总分、情感分量表和认知分量表得分较高，因此与参与度得分无差异模型的兼容性较低。总之，研究结果表明，我们的期中预警系统具有改善结果的潜力，特别是考虑到该系统实施简单、成本效益高且易于扩展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.