NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ868321
Record Type: Journal
Publication Date: 2009-Nov
Pages: 34
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1069-1898
Do Hands-On Activities Increase Student Understanding?: A Case Study
Pfaff, Thomas J.; Weinberg, Aaron
Journal of Statistics Education, v17 n3 Nov 2009
This article describes the design, implementation, and assessment of four hands-on activities in an introductory college statistics course. In the activities, students investigated the ideas of the central limit theorem, confidence intervals, and hypothesis testing. Five assessments were administered to the students, one at the beginning and end of the course, and three in between the activities. We found that, despite our attempts to engage our students in active reflection, their performance on the assessments generally did not improve. These results raise important issues about the design of pedagogical tools and activities as well as the need to gather data to assess their effectiveness. (Contains 4 endnotes, 3 tables, and 2 figures.)
American Statistical Association. 732 North Washington Street, Alexandria, VA 22314. Tel: 703-684-1221; Tel: 888-231-3473; Fax: 703-684-2037; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A