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Project-Based Learning In Social Statistics: Direct And Indirect Assessment Of Student Learning Outcomes, Zachary Weland, Nicole Marshall
Project-Based Learning In Social Statistics: Direct And Indirect Assessment Of Student Learning Outcomes, Zachary Weland, Nicole Marshall
Undergraduate Research and Scholarship Symposium
The two co-authors were students in this statistics course last year and initiated this project based on their observation that some of their peers struggled with the course content. Statistics education literature suggests anxiety and low sense of self-efficacy related to learning statistics are significant barriers to student engagement and learning in undergraduate social statistics courses. We designed and implemented a Problem-Based Learning (PBL) intervention in a social statistics course in Spring 2020. Preliminary analyses from our ongoing project includes both direct and indirect assessment of student learning (demonstrated student learning and statistics anxiety and efficacy, respectively) among a sample …