Journal Article

  • Researchers and statistics educators consistently suggest that students will learn statistics more
    effectively by conducting projects through which they actively engage in a broad spectrum of
    tasks integral to statistical inquiry, in the authentic context of a real-world application. In keeping
    with these findings, we share an implementation of discovery projects for students in elementary
    statistics classes. We delineate the purpose and scope of two types of projects— one covering
    linear regression analysis and the other covering comparisons with basic t-tests (matched pairs or
    two independent samples). We describe a set of curriculum materials developed to help
    instructors facilitate such projects and share access to these materials. We give examples of how
    the curriculum materials guide each stage of project implementation. We detail the requirements
    and student activities during each phase of the student-directed projects: Students select their
    own research topic, define their own variables, and devise and carry out their own data collection
    plan before analyzing and interpreting their data. Students then articulate their results, both in a
    written report and in a brief formal presentation delivered to the class. We give examples of
    specific projects that students have conducted. Finally, we discuss the potential benefits of such
    projects, including possible factors mediating those benefits.

  • This paper describes a flexible paradigm for creating an electronic “Core Concepts Plus”
    textbook (CCP-text) for a course in Introductory Business and Economic Statistics (IBES). In
    general terms, “core concepts” constitute the intersection of IBES course material taught by all
    IBES professors at the author’s university. The “Plus” component of the paradigm is embodied
    in self-written, professor-specific sections that are combined with the core-concepts material to
    produce professor-specific versions of the IBES CCP-text. The paradigm entails a vertically
    integrated text creation process with two primary aspects: first, non-IBES faculty members that
    ultimately receive former IBES students are included in the text-writing process; second, some
    former IBES students (e.g., tutors) are included in the text-writing process. Student learning
    experiences with the CCP-text are summarized with survey results; the learning outcomes are
    assessed using three semesters of pre- and post-test data; and a textbook cost study is used to
    contextualize the savings to students. The CCP-text appears to be efficacious in all three of these
    areas. Recommendations concerning how and where the paradigm might be replicated are also
    presented.

  • In this article, we present a study to test whether neutral observers perceive a resemblance between a parent and a child. We demonstrate the general approach for two separate parent/child pairs using survey data collected from introductory statistics students serving as neutral observers. We then present ideas for incorporating the study design process, data collection, and analysis into different statistics courses from introductory to graduate level.

  • The 1993 inaugural issue of the Journal of Statistics Education (JSE) published an article about a
    small conference for Principal Investigators (PIs) and co-PIs of twelve projects in statistics
    education funded by the National Science Foundation (NSF). This twenty-year retrospective (1)
    offers some personal memories related to the founding of JSE, (2) offers some thoughts about the
    legacies of the twelve funded projects, (3) sets out a sense of how the conference themes have
    fared over the last twenty years, and (4) indicates what this might suggest about the future of our
    profession. In conclusion, I argue (briefly) that at this moment in its history, statistics education
    faces the biggest opportunity and challenge of its last 40 years.

  • Recognizing the differences between three discrete distributions (Binomial, Hypergeometric and
    Negative Binomial) can be challenging for students. We present an activity designed to help
    students differentiate among these distributions. In addition, we present assessment results in the
    form of pre-and post-tests that were designed to assess the effectiveness of the activity. Pilot
    study results show promise that the activity may help students recognize the differences in these
    three distributions.

  • I present an active learning classroom exercise illustrating essential principles of one-way
    analysis of variance (ANOVA) methods. The exercise is easily conducted by the instructor and
    is instructive (as well as enjoyable) for the students. This is conducive for demonstrating many
    theoretical and practical issues related to ANOVA and lends itself to multiple possible
    configurations of ANOVA results, leading to rich classroom discussion and deeper student
    understanding of real-world applications of the methods.

  • This article describes an applet that facilitates investigation of Simpson’s Paradox in the context
    of a number of real and hypothetical data sets. The applet builds on the Baker-Kramer graphical
    representation for Simpson’s Paradox. The implementation and use of the applet are explained.
    This is followed by a description of how the applet has been used in an introductory statistics
    class and a discussion of student responses to the applet.

  • This study examines statistics instructors’ use of fun as well as their motivations, hesitations, and
    awareness of resources. In 2011, a survey was administered to attendees at a national statistics
    education conference, and follow-up qualitative interviews were conducted with 16 of those
    (N = 249) surveyed to provide further context for interpreting the quantitative results.
    Motivations were similar for men and women, but female instructors admitted more hesitations
    in many areas. While many instructors are using or are open to using fun in the statistics
    classroom, the findings suggest that not having available resources at hand and not being aware
    of resources such as the CAUSEweb collection are major hesitations. Methods of alleviating
    hesitations are discussed.

  • We investigate business undergraduate mathematics-based courses in a blended environment of
    online assignments and exams and offline lectures, and report the impact on academic
    performance of factors such as classroom attendance, web-based course supplements, and
    homework. We present results from both ordinary least squares and fixed effects, where the latter
    method controls for unobserved heterogeneity among students. We discuss biases in estimation
    when the ordinary least squares method is used, resulting from the fact that it ignores unobserved
    heterogeneity. The fixed effects results suggest that (1) class attendance has a positive impact on
    exam score, (2) a student who achieves proficiency in a greater number of Khan Academy skillsets to prepare for an exam takes longer to complete an exam but does not experience a
    significant change in exam score, (3) a student who spends more time completing the homework
    spends more time completing the exam but does not experience a significant change in exam
    score, and (4) students who score relatively higher in homework tend to score relatively higher in
    exams and finish in less time than other students.

  • The purpose of this research is to better understand the role of statistics in teaching and research
    by faculty from all disciplines and their perceptions of the statistical preparation of their students.
    This study reports the findings of a survey administered to faculty from seven colleges and
    universities regarding the use of statistics in teaching and research with undergraduate students.
    The introductory statistics course serves as a foundation for statistical methods that students
    learn and use in classes within numerous other disciplines. Information was collected from
    faculty on how students can be better prepared in the introductory statistics class to use statistics
    in other disciplines. Findings from this paper imply that statistics is being widely used in a
    variety of disciplines but also suggest that cooperative communication and transitional second
    courses in statistics be implemented. This paper also highlights the varied statistical techniques
    that faculty members teach in their courses and mentor in student research projects and statistical
    experiences.

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