Studying Student Benefits of Assigning a Service-Learning Project Compared to a Traditional Final Project in a Business Statistics Class

Abstract

The present study addresses the efficacy of using service-learning methods to meet the GAISE guidelines (http:// www.amstat.org/education/gaise/GAISECollege.htm) in a second business statistics course and further explores potential advantages of assigning a service-learning (SL) project as compared to the traditional statistics project assignment. Second semester business students were given the choice of participating in a SL project or doing a traditional project assignment.When the projects were completed, students reflected on their experiences via survey. Both groups responded equally (agree or strongly agree) to the Likert scale questions: 96.15% reinforced learning objectives, 98.08% applied to real world, 84.62% positive experience. Responses to the open ended questions revealed that more students in the SL group (p = 0.019) wrote about the benefits of dealing with real world data, more SL students felt their work benefited others (65% felt their statistical expertise was valuable) and more (p=0.005) SL students felt that the experience will help them in future classes. These results suggest that while both groups were able to effectively support the GAISE guidelines, participation in the SL option offered an enhanced learning experience that included elements of social responsibility and personal growth. The experience was perceived more enjoyable and relevant to the real world adding elements of student empowerment while assisting a local agency in need of statistical expertise suggesting one can reap positive learning benefits by introducing service-learning pedagogy into a non-majors statistics course.

Successful Service-Learning for Statistics Students Studying Survey Sampling

“…Some research has compared SL projects to an alternate assignment. For example, Phelps and Dostilio (2008) discussed a second course in business statistics where students had the option of completing an SL project or a traditional non-SL project. After completing these projects, students completed a short survey at the end of the semester to gauge how they felt that their project had helped them to meet specific course goals.…”

“…Although Thompson administered a pre-and posttest regarding SL attitudes, it is unknown from the information provided if the noted changes in attitudes are statistically significant as neither numeric data nor statistical results were given. Hiedemann and Jones (2010) have pointed out that in many research studies related to SL in statistics, a choice is given to students about whether to carry out an SL project or an alternative assignment (Evangelopoulos et al, 2003;Phelps & Dostilio, 2008;Root & Thorme, 2001). Therefore, the positive student attitudes towards the statistics discipline or other benefits observed from students who carried out SL projects may be due to self-selection bias.…”

“…Phelps (2012) maintained that SL statistics projects reinforce recommendations in the GAISE report (Carver et al, 2016). Phelps and Dostilio (2008) ascertained that although both the SL and non-SL projects they administered supported GAISE guidelines, students that participated in the SL projects were possibly more empowered with a better sense of social responsibility. Conclusions of Evangelopoulos et al (2003), who examined SL in a business statistics course, included the implication that students believe a course is significantly more useful when SL is part of the course.…”

How to determine the role of community engagement in student development: Formulating a research project proposal to answer this question

“…complex society. Being involved in CE activities gives students an experience that promotes their learning and personal development and helps them to engage in critical reflective thinking that enhances their social responsibility (Phelps & Dostilio, 2008). CE heightens students' knowledge and understanding of their local communities.…”