New insights into an old problem – enhancing student learning outcomes in an introductory statistics course

Sherwood, Carl; Kwak, Do Won

doi:10.1080/00036846.2017.1332750

Cited by 3 publications

(2 citation statements)

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“…Sharing one's perspective and skills with others may help one develop own perspectives. It is possible to better understand others' approaches to solve the problem (Nasir & Hasmar, 2018;Sherwood & Kwak, 2017).…”

Section: Discussionmentioning

confidence: 99%

Managing statistical misinformation in marketing: A study on consumers’ attitudes and capabilities

Leung

Chan

2023

5004

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This paper discusses various types of misleading statistical information in marketing promotion and explains why it is harmful for customers. The paper also studies the customers’ attitudes to such misinformation and capabilities of managing it. A survey was used to collect data from 210 respondents’ attitudes to analyzing data when purchasing products and 2) studied whether these respondents could properly evaluate such information found in promotional messages. The respondents were students in a university and they were supposed to have sufficient mathematical and logical capabilities of managing statisical information. Respondents showed positive attitudes to data investigation involved in the purchase decision although they lacked the relevant knowledge to process the misleading statisical information. In general, they might not make correct decisions in various deceptive situations. Relevant product information is usually necessary for customers when they have to consider and buy important products. Statistical information can support objective decision making but the misleading one is harmful for customers. More statistical knowledge and other relevant skills are required to enhance the ability of processing misleading information in marketing promotion. The paper suggests a number ways to acquire such knowledge and skills.

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Section: Discussionmentioning

confidence: 99%

Managing statistical misinformation in marketing: A study on consumers’ attitudes and capabilities

Leung

Chan

2023

5004

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“…Another meta analysis study showed that students may move from the 50 th to the 73 2011). The use of technology, along with a more flexible learning schedule, may be even more effective for the lower percentile students (Sherwood & Kwak, 2017) . Many additional studies have shown an improvement in student perceptions, survey results, grades and instructor evaluations (Chance et al 2007;Karp, 1995;Mills & Johnson, 2004;Mills, 2002;Rodgers & Manrique, 1992;St.…”

Section: Introductionmentioning

confidence: 99%

Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

McCulloch

2017

IJHE

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The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The purpose of this study was to determine if there was instructional value in replacing classroom time with laboratory time dedicated to statistical software usage. The first approach used classroom lecture presentations, while the second replaced one classroom period per week with statistical software laboratories. It was hypothesized that replacing classroom time with software based laboratories would increase the level of statistics knowledge as compared to an otherwise identical class with no lab based component. Both pre-course and end-of course surveys were used, as well as identical examination questions. Comparisons within a time point, and longitudinal performance over the course were both evaluated. Survey results indicated that students would recommend lab based instruction significantly more than a primarily lecture based instruction (32% more, p=.020). Additionally, the performance improvement over the course of the semester was significantly higher for those students participating in laboratories (19.2% increase, p=.011). These findings indicate that sacrificing classroom time for a laboratory period improves the educational experience in an introductory statistics course and may help with the understanding and retention of difficult topics.

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Impact of Blended Course Selection System on Undergraduates’ Learning Outcomes: A Logistic Model Approach

Xing¹,

Xi²,

Zhang³

2020

Proceedings of the 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020)

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New insights into an old problem – enhancing student learning outcomes in an introductory statistics course

Cited by 3 publications

References 22 publications

Managing statistical misinformation in marketing: A study on consumers’ attitudes and capabilities

Managing statistical misinformation in marketing: A study on consumers’ attitudes and capabilities

Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

Impact of Blended Course Selection System on Undergraduates’ Learning Outcomes: A Logistic Model Approach

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