Effects of a GAISE-based teaching method on students' learning in introductory statistics

Erik Barry Erhardt, Woong Lim

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Article number269
Pages (from-to)269-284
Number of pages16
JournalCommunications for Statistical Applications and Methods
Issue number3
Publication statusPublished - 2020

Bibliographical note

Funding Information:
EBE supported by UNM Center for Teaching and Learning while a UNM Teaching Fellow and ASA Statistics Education Mentee.

Publisher Copyright:
© 2020 The Korean Statistical Society, and Korean International Statistical Society.

All Science Journal Classification (ASJC) codes

  • Statistics and Probability
  • Modelling and Simulation
  • Finance
  • Statistics, Probability and Uncertainty
  • Applied Mathematics


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