Promoting active learning when teaching introductory statistics and probability using a portfolio curriculum approach

Desmond Adair, Martin Jaeger, Owen M. Price

Research output: Contribution to journalArticle

Abstract

The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty, interactions with other students and work they have completed on their own, is designed to encourage active learning, mainly in the areas of cooperation and collaboration. In order to investigate the effectiveness of the portfolio curriculum, a controlled experiment applying a pre-test-post-test control group design is conducted. Two tests are conducted, one before the commencement of the course (pre-test) and one after the completion of the course (post-test). The effectiveness is evaluated by comparing within-subject post-test and pre-test scores and by comparing the scores between subjects in the experimental group, i.e., those who learned using the portfolio curriculum approach and subjects in the control group, i.e., those who learned using a traditional method of teaching. In addition to analysis of the controlled experiment, a Survey of Attitudes Toward Statistics (SATS) was completed on the first and last day of the semester by the participants so as to give a measure of student confidence, understanding, liking, and difficulty of the portfolio curriculum approach as opposed to using a traditional method of teaching and learning. The findings of these investigations are reported and discussed, as are the merits and problems encountered regarding the methodology and student attitudes regarding the portfolio curriculum approach.

Original languageEnglish
Pages (from-to)175-188
Number of pages14
JournalInternational Journal of Higher Education
Volume7
Issue number2
DOIs
Publication statusPublished - Apr 1 2018

Fingerprint

statistics
curriculum
Teaching
learning
method of teaching
student
university statistics
Group
experiment
interaction
semester
confidence
engineering
methodology

Keywords

  • Active learning
  • Collaborative learning
  • Cooperative learning
  • Portfolio curriculum
  • Symbolic computation

ASJC Scopus subject areas

  • Education

Cite this

Promoting active learning when teaching introductory statistics and probability using a portfolio curriculum approach. / Adair, Desmond; Jaeger, Martin; Price, Owen M.

In: International Journal of Higher Education, Vol. 7, No. 2, 01.04.2018, p. 175-188.

Research output: Contribution to journalArticle

@article{ca17c39303ac44fe81913c891206ff43,
title = "Promoting active learning when teaching introductory statistics and probability using a portfolio curriculum approach",
abstract = "The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty, interactions with other students and work they have completed on their own, is designed to encourage active learning, mainly in the areas of cooperation and collaboration. In order to investigate the effectiveness of the portfolio curriculum, a controlled experiment applying a pre-test-post-test control group design is conducted. Two tests are conducted, one before the commencement of the course (pre-test) and one after the completion of the course (post-test). The effectiveness is evaluated by comparing within-subject post-test and pre-test scores and by comparing the scores between subjects in the experimental group, i.e., those who learned using the portfolio curriculum approach and subjects in the control group, i.e., those who learned using a traditional method of teaching. In addition to analysis of the controlled experiment, a Survey of Attitudes Toward Statistics (SATS) was completed on the first and last day of the semester by the participants so as to give a measure of student confidence, understanding, liking, and difficulty of the portfolio curriculum approach as opposed to using a traditional method of teaching and learning. The findings of these investigations are reported and discussed, as are the merits and problems encountered regarding the methodology and student attitudes regarding the portfolio curriculum approach.",
keywords = "Active learning, Collaborative learning, Cooperative learning, Portfolio curriculum, Symbolic computation",
author = "Desmond Adair and Martin Jaeger and Price, {Owen M.}",
year = "2018",
month = "4",
day = "1",
doi = "10.5430/ijhe.v7n2p175",
language = "English",
volume = "7",
pages = "175--188",
journal = "International Journal of Higher Education",
issn = "1927-6044",
publisher = "Sciedu Press",
number = "2",

}

TY - JOUR

T1 - Promoting active learning when teaching introductory statistics and probability using a portfolio curriculum approach

AU - Adair, Desmond

AU - Jaeger, Martin

AU - Price, Owen M.

PY - 2018/4/1

Y1 - 2018/4/1

N2 - The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty, interactions with other students and work they have completed on their own, is designed to encourage active learning, mainly in the areas of cooperation and collaboration. In order to investigate the effectiveness of the portfolio curriculum, a controlled experiment applying a pre-test-post-test control group design is conducted. Two tests are conducted, one before the commencement of the course (pre-test) and one after the completion of the course (post-test). The effectiveness is evaluated by comparing within-subject post-test and pre-test scores and by comparing the scores between subjects in the experimental group, i.e., those who learned using the portfolio curriculum approach and subjects in the control group, i.e., those who learned using a traditional method of teaching. In addition to analysis of the controlled experiment, a Survey of Attitudes Toward Statistics (SATS) was completed on the first and last day of the semester by the participants so as to give a measure of student confidence, understanding, liking, and difficulty of the portfolio curriculum approach as opposed to using a traditional method of teaching and learning. The findings of these investigations are reported and discussed, as are the merits and problems encountered regarding the methodology and student attitudes regarding the portfolio curriculum approach.

AB - The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty, interactions with other students and work they have completed on their own, is designed to encourage active learning, mainly in the areas of cooperation and collaboration. In order to investigate the effectiveness of the portfolio curriculum, a controlled experiment applying a pre-test-post-test control group design is conducted. Two tests are conducted, one before the commencement of the course (pre-test) and one after the completion of the course (post-test). The effectiveness is evaluated by comparing within-subject post-test and pre-test scores and by comparing the scores between subjects in the experimental group, i.e., those who learned using the portfolio curriculum approach and subjects in the control group, i.e., those who learned using a traditional method of teaching. In addition to analysis of the controlled experiment, a Survey of Attitudes Toward Statistics (SATS) was completed on the first and last day of the semester by the participants so as to give a measure of student confidence, understanding, liking, and difficulty of the portfolio curriculum approach as opposed to using a traditional method of teaching and learning. The findings of these investigations are reported and discussed, as are the merits and problems encountered regarding the methodology and student attitudes regarding the portfolio curriculum approach.

KW - Active learning

KW - Collaborative learning

KW - Cooperative learning

KW - Portfolio curriculum

KW - Symbolic computation

UR - http://www.scopus.com/inward/record.url?scp=85060749398&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060749398&partnerID=8YFLogxK

U2 - 10.5430/ijhe.v7n2p175

DO - 10.5430/ijhe.v7n2p175

M3 - Article

AN - SCOPUS:85060749398

VL - 7

SP - 175

EP - 188

JO - International Journal of Higher Education

JF - International Journal of Higher Education

SN - 1927-6044

IS - 2

ER -