COMPARISON OF FUTURE COURSE ENROLLMENT AMONG STUDENTS COMPLETING ONE OF FOUR DIFFERENT INTRODUCTORY STATISTICS COURSES

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2020-12-30 DOI:10.52041/SERJ.V19I3.53

Valerie L. Nazzaro, J. Rose, L. Dierker

引用次数: 1

Abstract

A central challenge of introductory statistics is the development of curricula that not only serve diverse students, but also leave them wanting more. To evaluate the potential impact of a multidisciplinary, project-based introductory statistics course, students’ future course decisions were compared against traditional statistics courses using administrative data from the fall 2009 through spring 2018 semesters. Results indicated that the project-based course helped promote continued interest in the field of statistics and data analysis based on subsequent selection of courses in the field. First published December 2020 at Statistics Education Research Journal: Archives

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完成四门不同统计学入门课程之一的学生未来课程注册的比较

入门统计学的一个核心挑战是制定课程，不仅为不同的学生服务，而且让他们想要更多。为了评估多学科、基于项目的统计学入门课程的潜在影响，使用2009年秋季至2018年春季学期的管理数据，将学生未来的课程决策与传统统计学课程进行了比较。结果表明，基于项目的课程有助于在随后选择该领域课程的基础上，继续提高人们对统计和数据分析领域的兴趣。2020年12月首次发表在《统计教育研究杂志：档案》上

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.