A COMPARISON OF FUTURE COURSE ENROLLMENT AMONG STUDENTS COMPLETING ONE OF FOUR DIFFERENT INTRODUCTORY STATISTICS COURSES

Authors

  • VALERIE NAZZARO Wesleyan University
  • JENNIFER ROSE Wesleyan University
  • LISA DIERKER Wesleyan University

DOI:

https://doi.org/10.52041/serj.v19i3.53

Keywords:

Statistics education research, Passion-driven statistics, Applied data analysis, Project-based introductory statistics, Future academic decision-making

Abstract

A central challenge of introductory statistics is the development of curricula that not only serve diverse students, but also leave them wanting more. To evaluate the potential impact of a multidisciplinary, project-based introductory statistics course, students’ future course decisions were compared against traditional statistics courses using administrative data from the fall 2009 through spring 2018 semesters. Results indicated that the project-based course helped promote continued interest in the field of statistics and data analysis based on subsequent selection of courses in the field.

First published December 2020 at Statistics Education Research Journal: Archives

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Published

2020-12-30

Issue

Vol. 19 No. 3 (2020)

Section

Regular Articles