By Rachael N. Becker (Southern Methodist University)
This study aims to examine the impact that voluntary participation in online discussion activities has on students’ understanding of statistical concepts in an undergraduate statistics course. The sample is composed of 90 undergraduate students enrolled in an introductory statistics course. Matching techniques were utilized to match students that participated in the online discussions to those that did not participate in the online discussions. Differences between pre and posttest grades, as measured by the Levels of Conceptual Understanding in Statistics (LOCUS) assessment, were compared.