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http://dx.doi.org/10.29220/CSAM.2020.27.3.269

Effects of a GAISE-based teaching method on students' learning in introductory statistics  

Erhardt, Erik Barry (Department of Mathematics and Statistics, University of New Mexico)
Lim, Woong (Graduate School of Education, Yonsei University)
Publication Information
Communications for Statistical Applications and Methods / v.27, no.3, 2020 , pp. 269-284 More about this Journal
Abstract
This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.
Keywords
GAISE; introductory statistics; student-centered instruction; flipped classroom;
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