The Flipped Class A Method to Address the Challenges of an Undergraduate Statistics Course
Undergraduate statistics courses are perceived as challenging by both students and instructors. Students’ attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article descr...
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| Published in | Teaching of psychology Vol. 40; no. 3; pp. 193 - 199 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.07.2013
Taylor & Francis Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0098-6283 1532-2802 1532-8023 |
| DOI | 10.1177/0098628313487461 |
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| Abstract | Undergraduate statistics courses are perceived as challenging by both students and instructors. Students’ attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article describes an attempt to address some of these challenges through structural and procedural changes to an undergraduate statistics course that is required for social science majors. The traditional lecture/homework structure of the course was “flipped” so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students’ attitudes toward the class and instructor as well as on students’ performance in the class. |
|---|---|
| AbstractList | Undergraduate statistics courses are perceived as challenging by both students and instructors. Students’ attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article describes an attempt to address some of these challenges through structural and procedural changes to an undergraduate statistics course that is required for social science majors. The traditional lecture/homework structure of the course was “flipped” so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students’ attitudes toward the class and instructor as well as on students’ performance in the class. Undergraduate statistics courses are perceived as challenging by both students and instructors. Students' attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article describes an attempt to address some of these challenges through structural and procedural changes to an undergraduate statistics course that is required for social science majors. The traditional lecture/homework structure of the course was "flipped" so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students' attitudes toward the class and instructor as well as on students' performance in the class. (Contains 1 note and 3 tables.) Undergraduate statistics courses are perceived as challenging by both students and instructors. Students' attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article describes an attempt to address some of these challenges through structural and procedural changes to an undergraduate statistics course that is required for social science majors. The traditional lecture/homework structure of the course was "flipped" so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students' attitudes toward the class and instructor as well as on students' performance in the class. [PUBLICATION ABSTRACT] |
| Audience | Higher Education Postsecondary Education |
| Author | Wilson, Stephanie Gray |
| Author_xml | – sequence: 1 givenname: Stephanie Gray surname: Wilson fullname: Wilson, Stephanie Gray email: swilson@capital.edu |
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| Cites_doi | 10.1207/s15328023top2503_6 10.1207/s15328023top1704_4 10.1207/s15328023top2501_12 10.1207/s15328023top0902_23 |
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| References_xml | – volume: 22 start-page: 277 year: 1995 end-page: 280 article-title: Student-centered methods for decreasing anxiety and increasing interest level in undergraduate statistics courses publication-title: Journal of Instructional Psychology – volume: 25 start-page: 40 year: 1998 end-page: 42 article-title: Unique challenges in teaching undergraduate statistics publication-title: Teaching of Psychology – volume: 9 start-page: 117 year: 1982 article-title: Statisticophobia publication-title: Teaching of Psychology – volume: 17 start-page: 231 year: 1990 end-page: 234 article-title: Formal operations and learning styles predict success in statistics and computer science courses publication-title: Teaching of Psychology – volume: 25 start-page: 192 year: 1998 end-page: 195 article-title: A sweet way to teach students about the sampling distribution of the mean publication-title: Teaching of Psychology – ident: bibr4-0098628313487461 doi: 10.1207/s15328023top2503_6 – volume: 22 start-page: 277 year: 1995 ident: bibr8-0098628313487461 publication-title: Journal of Instructional Psychology – ident: bibr6-0098628313487461 doi: 10.1207/s15328023top1704_4 – ident: bibr10-0098628313487461 – ident: bibr2-0098628313487461 doi: 10.1207/s15328023top2501_12 – ident: bibr3-0098628313487461 doi: 10.1207/s15328023top0902_23 – ident: bibr1-0098628313487461 – volume-title: Creating significant learning experiences year: 2003 ident: bibr5-0098628313487461 – ident: bibr7-0098628313487461 – ident: bibr9-0098628313487461 |
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| SubjectTerms | Active Learning Class Activities College Instruction College Mathematics College students Course Organization Courses Curricula Instructional Effectiveness Knowledge Mathematics Instruction Social sciences education Statistics Student Attitudes Teaching Methods Undergraduate Students |
| Subtitle | A Method to Address the Challenges of an Undergraduate Statistics Course |
| Title | The Flipped Class |
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