A Comparison of Future Course Enrollment among Students Completing One of Four Different Introductory Statistics Courses

Autor/inn/en	Nazzaro, Valerie; Rose, Jennifer; Dierker, Lisa
Titel	A Comparison of Future Course Enrollment among Students Completing One of Four Different Introductory Statistics Courses
Quelle	In: Statistics Education Research Journal, 19 (2020) 3, S.6-17 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Enrollment Influences; Undergraduate Students; Student Characteristics; Student Interests; Introductory Courses; Statistics Education; Mathematics Education; Economics Education; Psychology; Interdisciplinary Approach; Active Learning; Student Projects; Instructional Effectiveness; Decision Making; Course Selection (Students); Data Analysis; Connecticut + Suchen Sie Ihr Suchwort? Studieninteresse; Einführungskurs; Mathematische Bildung; Wirtschaftskunde; Psychologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Schulprojekt; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Course selection; Student; Students; Kurswahl; Auswertung
Abstract	A central challenge of introductory statistics is the development of curricula that not only serve diverse students, but also leave them wanting more. To evaluate the potential impact of a multidisciplinary, project-based introductory statistics course, students' future course decisions were compared against traditional statistics courses using administrative data from the fall 2009 through spring 2018 semesters. Results indicated that the project-based course helped promote continued interest in the field of statistics and data analysis based on subsequent selection of courses in the field. (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01