P3-02: Examining the relationship between Student Learning and Engagement in a traditional Statistics course and one that incorporates the use coding language

Abstract

Concerns around the incorporation of coding into traditional Introductory Statistics courses include the possibility of an inverse relationship between student learning and engagement. Previous studies have suggested that the incorporation of technological components which facilitates students’ engagement may detract from student learning due to cognitive overload. Here I present a preliminary analysis of student learning indicators and student engagement metrics in two equivalent statistics courses that conclude at the end of Spring 2020 semester, where one incorporates coding language and the other does not, in order to determine the presence of any moderator variables and to determine the direction of the relationship.