1 Teaching Stat I: Putting it all together Kirk Steinhorst and Carolyn Keeler University of Idaho

Kirk Steinhorst and Carolyn Keeler 2

3 The Statistics Teaching Reform movement The problem: Cobb JSE 1993 Progress: Keeler and Steinhorst JSE 1995 Current status: Garfield, Hogg, Schau, and Whittinghill JSE 2002

4 The Essential Ingredients Statistical thinking vs. data analysis vs mechanics Technology…statistical computing, web- based learning materials, WebCT Activity-based learning and authentic assessment

Kirk Steinhorst and Carolyn Keeler 5 Course goals-Statistics and Probability Statistical literacy Probability as needed in other courses Statistical numeracy (ability to calculate things and draw graphs Ability to apply statistics in professional life and in public life

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7 Format Large lecture, stadium seating, computer projection and overheads 30 minute mini-lecture, 20 minute in-class group activity Instructor can call up web text and applets in class WebCT used for out of class activities (2)

8 Assessment: Activities, homework and tests

Kirk Steinhorst and Carolyn Keeler 9 Assessment: Activities, homework and tests

10 The one BIG idea

11 Outcomes Grade distribution –A 29 –B 31 –C 24 –D 10 –F 4 + 8* Overall average 2.5 –Early dropouts 20 (16% of 126)

12 Midcourse Evaluation +

13 Midcourse Evaluation -

14 Diagnostic quiz-weeks 1 & 14

15 End of Course Evaluation +

16 End of Course Evaluation -

17 Survey of Attitudes Towards Statistics (Candace Schau Univ New Mexico) 28 Likert items reduce to 4 scales – – affect (+ - feelings) 6 items –cognitive competence (intellectual skills) 6 items –value of statistics 9 items –difficulty of statistics 7 items 115 pre, 72 post, 64 complete change scores – a decrease of about 5 points in the first 3 scales and about 3 points on the difficulty scale

Kirk Steinhorst and Carolyn Keeler 18 Remember our plan… Use active learning in cooperative groups with web-based instructional materials and authentic assessment

19 Findings The system works for the top half of the class –Those students who use the technology like it. –In-class active learning works. –In-class tests based on takehome tests leads to effective authentic assessment.

20 Findings The poor or below average student has great difficulty with “statistical thinking” – technology doesn’t help. –WebCT based discussions were not successful. –The poor student could not use the web- based text effectively. –Poorer students need regular homework in addition to activities.

21 Recommendations Use a conventional textbook with on-line applets Assign and collect homework regularly Use Minitab or SYSTAT Keep in-class activities and takehome/in- class testing

Kirk Steinhorst and Carolyn Keeler 22 Conclusions 1.Active learning in cooperative groups can work in large classes 2.Use web-based instructional materials carefully –too much technology overwhelms the poorer student 3.Activities and tests as described are good models for authentic assessment

23 Final comment on the plan: Use active learning in cooperative groups with web-based instructional materials and authentic assessment… We went a step or two too far. Back off on web text and web discussion. The rest is good.