TITLE:
Improving Performance and Enhancing Introductory Statistics Using Projects
AUTHORS:
Joy D’Andrea, Rebecca Wooten
KEYWORDS:
Introductory Statistics, Projects, Inquiry-Based, Learning Centered, Active Learning
JOURNAL NAME:
American Journal of Computational Mathematics,
Vol.7 No.1,
March
28,
2017
ABSTRACT: Introductory Statistics is a course taught in
various community colleges, state colleges, and universities. Implementation of
projects in this course has been shown to enhance students’ learning; in
addition to increasing the ability of educators to assess students’ learning outcomes
in detail. These projects are often inquiry-based and require a balance between
flexibility and efficiency. Maintaining balance has provided the students’
opportunities through exploration and learner autonomy. In exploration, a
student seeks new methods and options through experimenting. In this paper, we
will discuss the benefits of exploration required by projects given in an
introductory statistics course. The details of five different projects
discussed in this paper—illustrate the practical influence that they could have
on higher statistics courses.