The Impact of Academically Homogeneous Classrooms for Undergraduate Statistics

Autor/inn/en	Turner, Dusty; Pleuss, James; Collins, Christopher
Titel	The Impact of Academically Homogeneous Classrooms for Undergraduate Statistics
Quelle	In: PRIMUS, 31 (2021) 6, S.718-728 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turner, Dusty)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2019.1710629
Schlagwörter	Grouping (Instructional Purposes); Undergraduate Study; Ability Grouping; College Mathematics; Mathematics Instruction; Statistics; Mathematics Achievement; Program Effectiveness; Calculus; Grades (Scholastic); Teaching Methods; New York + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; Grundstudium; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathematics lessons; Mathematikunterricht; Statistik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In the continual pursuit of classroom learning effectiveness, researchers and educators aim to develop strategies that improve student performance and learning. One such strategy is to create academically homogeneous environments where students are grouped into classes based on their preconceived academic ability. The research team tests this common assertion through an experiment at The United States Military Academy at West Point. Students are placed in either ability- or randomly grouped sections of the academy's mandatory introduction to probability and statistics course, where their ability projections are based on mathematical modeling of a student's historical academic performance. A quantitative analysis of student performances across major graded events indicates that there is not a significant difference in student performance between ability- and randomly grouped sections. This is the first robust experiment of this nature at the undergraduate level and provides useful insight to educators and administrators alike. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01