Investigation of Inverted and Active Pedagogies in Introductory Statistics

Autor/inn/en	Abbasian, Reza O.; Czuchry, Mike
Titel	Investigation of Inverted and Active Pedagogies in Introductory Statistics
Quelle	In: PRIMUS, 31 (2021) 9, S.975-994 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1802795
Schlagwörter	Teaching Methods; Active Learning; Introductory Courses; Statistics Education; Accountability; Grades (Scholastic); Withdrawal (Education); College Faculty; Video Technology; Course Evaluation; Student Attitudes; Undergraduate Students; Teacher Attitudes; Teacher Surveys; Student Surveys; Grants; Comparative Analysis; Academic Achievement; Cognitive Ability; Class Size; Student Characteristics; Lecture Method; Flipped Classroom; Outcomes of Education; Texas + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Einführungskurs; Verantwortung; Notenspiegel; Kursabbruch; Fakultät; Schülerverhalten; Lehrerverhalten; Schülerbefragung; Grant; Finanzielle Beihilfe; Schulleistung; Denkfähigkeit; Klassengröße; Flipped classrooms; Flip teaching; Inverted teaching; Lernleistung; Schulerfolg
Abstract	In this paper, we will introduce partial results from our 3-year NSF funded grant titled "Inverted and Active Learning Pedagogies (IALP) for Student Success." We will present our results comparing student achievement between inverted (flipped) classrooms and traditional lecture formats in statistics classes at Texas Lutheran University. Included are a brief introduction, the study design, data gathering, faculty and students' surveys, and the methodology used for the study. We will share results from instruments that were developed to measure different levels of cognitive understanding across multiple sections of the same introductory statistics classes. We will also examine grades, withdrawals, potential professor effects, student characteristics, class size effects, video saturation, accountability of students for watching videos, and student evaluations of various activities in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01