TAKING PROJECT-BASED STATISTICS ABROAD: LEARNING EXPERIENCES AND OUTCOMES OF A PROJECT-BASED STATISTICS COURSE IN WEST AFRICA

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2020-12-30 DOI:10.52041/SERJ.V19I3.54

Rebecca Awuah, Kristel M. Gallagher, L. Dierker

引用次数: 3

Abstract

To evaluate the impact of a multidisciplinary, project-based course in introductory statistics, this exploratory study examined learning experiences, feelings of confidence, and interest in future experiences with data for undergraduate students in Ghana, West Africa. Students completed a one-semester, introductory statistics course utilizing the Passion-driven Statistics curriculum. Results showed more than half of the students put more effort into the course and found the material more challenging compared to other courses, while nearly three-quarters reported interest in one or more follow-up courses. Importantly, students also reported increased confidence in a variety of applied statistical skills. These findings demonstrate the positive impact of a multidisciplinary, project-based curriculum on undergraduate students in Ghana, West Africa and demonstrate the potential for its global portability. First published December 2020 at Statistics Education Research Journal: Archives

查看原文本刊更多论文

在国外开展基于项目的统计:学习西非基于项目的统计课程的经验和成果

为了评估一门多学科、基于项目的统计学入门课程的影响，本探索性研究考察了西非加纳本科生的学习经历、信心感受和对未来数据体验的兴趣。学生们完成了一个学期的统计学入门课程，利用激情驱动的统计学课程。结果显示，超过一半的学生在课程上付出了更多的努力，并且发现与其他课程相比，这些材料更具挑战性，而近四分之三的学生表示对一门或多门后续课程感兴趣。重要的是，学生们还报告说，他们对各种应用统计技能的信心有所增强。这些发现证明了多学科、基于项目的课程对西非加纳本科生的积极影响，并证明了其全球可移植性的潜力。首次发表于2020年12月的《统计教育研究杂志:档案》

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.