In an effort to improve active learning in introductory statistics, we introduce the use of<br>concept mapping techniques as part of the course. While previous papers have touted the<br>use of this and other interactive teaching methods in statistics education, we add to this<br>literature by providing additional assessment of its efficacy. This comes through an<br>experimental design that involves a single instructor teaching two sections of the same<br>statistics course over the same semester. Both cover the same material in the same way<br>with the exception that concept mapping is used in one section, but not the other.<br>Assessment of learning outcomes is done through the use of pre-tests and post-tests of<br>understanding of statistical concepts. We also track changes in student's study habits over<br>the semester through additional surveys. We find only weak evidence that concept<br>mapping is effective in aiding student learning of statistics.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education