ERIC Number: EJ1311061
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: N/A
Investigation of Inverted and Active Pedagogies in Introductory Statistics
Abbasian, Reza O.; Czuchry, Mike
PRIMUS, v31 n9 p975-994 2021
In this paper, we will introduce partial results from our 3-year NSF funded grant titled "Inverted and Active Learning Pedagogies (IALP) for Student Success." We will present our results comparing student achievement between inverted (flipped) classrooms and traditional lecture formats in statistics classes at Texas Lutheran University. Included are a brief introduction, the study design, data gathering, faculty and students' surveys, and the methodology used for the study. We will share results from instruments that were developed to measure different levels of cognitive understanding across multiple sections of the same introductory statistics classes. We will also examine grades, withdrawals, potential professor effects, student characteristics, class size effects, video saturation, accountability of students for watching videos, and student evaluations of various activities in the classroom.
Descriptors: Teaching Methods, Active Learning, Introductory Courses, Statistics Education, Accountability, Grades (Scholastic), Withdrawal (Education), College Faculty, Video Technology, Course Evaluation, Student Attitudes, Undergraduate Students, Teacher Attitudes, Teacher Surveys, Student Surveys, Grants, Comparative Analysis, Academic Achievement, Cognitive Ability, Class Size, Student Characteristics, Lecture Method, Flipped Classroom, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: 1611979