Journal of Statistics Education最新文献_第5页

Teaching an Undergraduate Course in Bayesian Statistics: A Panel Discussion 贝叶斯统计学本科教学:小组讨论

IF 2.2

Journal of Statistics Education Pub Date : 2020-09-01 DOI: 10.1080/10691898.2020.1845499

Alicia A. Johnson, Colin W. Rundel, Jingchen Hu, Kevin Ross, Allan Rossman

引用次数: 6

The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis 统计学导论中的翻转课堂：来自系统综述和荟萃分析的早期证据

IF 2.2

Journal of Statistics Education Pub Date : 2020-09-01 DOI: 10.1080/10691898.2020.1834475

Linda Farmus, R. Cribbie, M. Rotondi

{"title":"The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis","authors":"Linda Farmus, R. Cribbie, M. Rotondi","doi":"10.1080/10691898.2020.1834475","DOIUrl":"https://doi.org/10.1080/10691898.2020.1834475","url":null,"abstract":"Abstract The flipped classroom (FC) inverts the traditional classroom by having students participate in passive aspects of learning at home and active aspects of learning in class with the guide of an instructor. The introductory statistics course for nonmath majors may be especially suited to the FC model given its unique challenges as a required course for students with varying mathematical skills and background. For example, these students often have low interest and high statistics-related anxiety. Recent studies suggest the FC for introductory statistics courses leads to increased performance relative to a traditional lecture-based classroom (LC). This meta-analysis compared the academic performance of students in introductory statistics courses for nonmath majors who were taught in a FC versus those taught in a LC. Results indicate that students in the FC had statistically discernibly higher final performance outcomes compared to the LC delivery with an average difference of 6.9% in performance (Hedge’s g = 0.43), though there was evidence of moderation by the presence of weekly in-class quizzes. These findings suggest that implementing the FC within the introductory statistics classroom at the undergraduate level may improve learning achievement, but more research is needed to explore the role of regular class quizzes. Supplementary materials for this article are available online.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"28 1","pages":"316 - 325"},"PeriodicalIF":2.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2020.1834475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

The Raising Factor, That Great Unknown. A Guided Activity for Undergraduate Students 养育因素，那伟大的未知。大学生导览活动

IF 2.2

Journal of Statistics Education Pub Date : 2020-09-01 DOI: 10.1080/10691898.2020.1832006

M. Caballer-Tarazona, V. Coll-Serrano

{"title":"The Raising Factor, That Great Unknown. A Guided Activity for Undergraduate Students","authors":"M. Caballer-Tarazona, V. Coll-Serrano","doi":"10.1080/10691898.2020.1832006","DOIUrl":"https://doi.org/10.1080/10691898.2020.1832006","url":null,"abstract":"Abstract In the first years of their economics degree programs, students will face many problems successfully dealing with a range of subjects with quantitative content. Specifically, in the field of statistics, difficulties to reach some basic academic achievements have been observed. Hence, a continuing challenge for statistics teachers is how to make this subject more appealing for students through the design and implementation of new teaching methodologies. The latter tend to follow two main approaches. On the one hand, it is useful for the learning process to propose practical activities that can connect theoretical concepts with real applications in the economic context. On the other hand, we should design multidisciplinary activities that link concepts from different subjects. With this goal in mind, in this article we propose a complete activity for first year students in business administration and economics degree programs, aimed to reinforce some basic statistical and economic concepts, while other basic transversal skills are also practiced, all within the subject of statistics.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"28 1","pages":"304 - 315"},"PeriodicalIF":2.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2020.1832006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43773545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Preparing Graduate Students to Teach Statistics: A Review of Research and Ten Practical Recommendations 准备研究生教统计学:研究回顾和十项实用建议

IF 2.2

Journal of Statistics Education Pub Date : 2020-09-01 DOI: 10.1080/10691898.2020.1841590

Nicola Justice

引用次数: 2

Data Visualization: Bringing Data to Life in an Introductory Statistics Course 数据可视化:在统计学入门课程中将数据带入生活

IF 2.2

Journal of Statistics Education Pub Date : 2020-08-19 DOI: 10.1080/10691898.2020.1796399

Lynette Hudiburgh, D. Garbinsky

引用次数: 10

Review of Statistical Rethinking: A Bayesian Course with Examples in R and Stan, Second Edition, by Richard McElreath, Chapman and Hall, 2020 回顾统计反思:贝叶斯课程与实例在R和斯坦，第二版，由理查德·麦克尔瑞思，查普曼和霍尔，2020

IF 2.2

Journal of Statistics Education Pub Date : 2020-08-11 DOI: 10.1080/10691898.2020.1806761

J. Albert

引用次数: 5

Educational Tool and Active-Learning Class Activity for Teaching Agglomerative Hierarchical Clustering 教学的教育工具与主动学习课堂活动——聚集层次聚类

IF 2.2

Journal of Statistics Education Pub Date : 2020-07-23 DOI: 10.1080/10691898.2020.1799727

Xizhen Cai, Qing Wang

引用次数: 4

Interview With Prince Afriyie: From Ghana to America 采访阿弗里耶王子:从加纳到美国

IF 2.2

Journal of Statistics Education Pub Date : 2020-05-03 DOI: 10.1080/10691898.2020.1795468

Allan Rossman, Prince Afriyie

引用次数: 0

Note From the Editor 编者注

IF 2.2

Journal of Statistics Education Pub Date : 2020-05-03 DOI: 10.1080/10691898.2020.1796069

J. Witmer

引用次数: 0

Teaching Introductory Statistical Classes in Medical Schools Using RStudio and R Statistical Language: Evaluating Technology Acceptance and Change in Attitude Toward Statistics 使用RStudio和R统计语言在医学院统计学入门课上教学：评估技术接受度和对统计学态度的转变

IF 2.2

Journal of Statistics Education Pub Date : 2020-05-03 DOI: 10.1080/10691898.2020.1773354

Henrique Alvarenga da Silva, A. Moura

{"title":"Teaching Introductory Statistical Classes in Medical Schools Using RStudio and R Statistical Language: Evaluating Technology Acceptance and Change in Attitude Toward Statistics","authors":"Henrique Alvarenga da Silva, A. Moura","doi":"10.1080/10691898.2020.1773354","DOIUrl":"https://doi.org/10.1080/10691898.2020.1773354","url":null,"abstract":"Abstract Biostatistics is a critical skill to physicians in an evidence-based medicine era, but teaching basic statistical concepts is challenging. Students often experience anxiety caused by the complexity of statistics and might express negative attitudes toward the subject. We aimed to analyze the effect of an introductory biostatistics course using RStudio on attitude toward statistics and assess its acceptance among medical students. Forty-three 1st-year medical students were included. Pre- and post-course attitudes toward statistics were assessed using the Survey of Attitudes Toward Statistics (SATS-28) scale and technology acceptance was assessed by a Technology Acceptance Model scale at the end of the course. There was a statistically discernible (significant) gain in the scores of three of the four SATS dimensions: affection (p = 0.006, Cohen’s d = 0.442), cognitive competence (p < 0.001, Cohen’s d = 0.605), and difficulty (p = 0.008, Cohen’s d = 0.421). Acceptance of RStudio was moderate to high in 93% of the participants, without statistical differences between genders. RStudio can be useful in the teaching of statistics to medical students, being well accepted and positively associated with students’ attitude toward statistics. Supplementary files for this article are available online.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":"28 1","pages":"212 - 219"},"PeriodicalIF":2.2,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2020.1773354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49587472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11