Using Distributed Practice to Improve Students’ Attitudes and Performance in Statistics

• Published in: Teaching of psychology Vol. 49; no. 1; pp. 64 - 70
• Main Authors: Benson, Wendi L., Dunning, Jonathan P., Barber, Danette
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2022; Taylor & Francis Ltd
• Subjects: Anxiety; Assignments; Attitudes; Comparative Analysis; Control Groups; Data Analysis; Difficulty Level; Grades (Scholastic); Introductory Courses; Learning Processes; Self Esteem; Skill Development; Spreadsheets; Statistics Education; Student Attitudes; Students; Teaching Methods; Undergraduate Students; distributed practice; instructional methods; student attitudes; scholarship of teaching and learning; skill development
• ISSN: 0098-6283; 1532-8023
• DOI: 10.1177/0098628320979680

Background: Research shows distributed practice enhances learning and skill development, but less is known about the effect on perceptions and attitudes toward the material being learned. Objective: This study examined whether distributed practice could improve performance and attitudes in statistics, a subject that students report finding unpleasant and anxiety-provoking. Method: This quasi-experiment compared statistics students who received distributed practice with Excel throughout the semester to a control group without distributed practice. At the end of the semester, all students completed a major data analysis project with Excel and a self-report measure of their perceptions and attitudes toward the class and statistics. Results: Significant results suggest students who received distributed practice: earned higher project grades; liked statistics more; and perceived the class to be more effective for knowledge and skill development, even though they found statistics to be more difficult than the control group. Conclusion: This study suggests distributed practice helps improve students’ performance and attitudes toward statistics, even though they think it is difficult. Teaching Implications: In addition to improving performance in challenging subjects, distributed practice may be used to help students appreciate and feel more favorably about classes they find difficult.