This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.
|Number of pages||16|
|Journal||Communications for Statistical Applications and Methods|
|Publication status||Published - 2020|
Bibliographical noteFunding Information:
EBE supported by UNM Center for Teaching and Learning while a UNM Teaching Fellow and ASA Statistics Education Mentee.
© 2020 The Korean Statistical Society, and Korean International Statistical Society.
All Science Journal Classification (ASJC) codes
- Statistics and Probability
- Modelling and Simulation
- Statistics, Probability and Uncertainty
- Applied Mathematics