Title: "A comparison of student attitudes, statistical reasoning, performance, and
perceptions for web-augmented traditional, fully online, and flipped sections of a
statistical literacy class" with Ellen Gundlach Purdue University
12:00 to 12:30p.m. Eastern time, Wednesday ,August 19 th , 2015 (note special time)
Abstract : Web augmented traditional lecture, fully online, and flipped sections, all
taught by the same instructor with the same course schedule, assignments, and exams in the
same semester, were compared with regards to student attitudes; statistical reasoning;
performance on common exams, homework, and projects; and perceptions of the course and
instructor. The Survey of Attitudes Toward Statistics-
36 (SATS - 36) instrument and eight questions from the Statistical
Reasoning Assessment (SRA) were given both at the beginning and end of the semester to
measure change. The students selected their own sections, but the students in the sections
were similar demographically, with similar pre-course college grade point averages. The
SATS-36 showed increases in affect, cognitive competence, and perceived easiness and
decreases in value,
interest, and effort from beginning to end of the semester for all
sections. Only affect and Journal of Statistics Education, Volume 23, Number 1 (2015) 2
perceived easiness showed any differences for section, with traditional higher than online
on average for both. Results from the SRA questions showed an increase in correct
statistical reasoning skills and decrease in misconceptions for all sections over the
semester. Traditional students scored higher on average on all three exams, but there were
no significant differences between sections on homework, the project, or on university
evaluations of the course or
instructor. Results are contextualized with prior educational research on course
modalities, and proposals for future research are provided.
In this presentation, we will compare three delivery methods of an introductory
statistical literacy course, all taught by the same instructor in the same semester for
over 400 students. The complications of defining specific delivery methods and the pros
and cons of choices of assessments will also be discussed.
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