Threshold Concepts Theory in Higher Education—Introductory Statistics Courses as an Example

• Published in: Education sciences Vol. 12; no. 11; p. 748
• Main Authors: Beitelmal, Wesam H., Littlejohn, Ray, Okonkwo, Paul C., Hassan, Israr U., Barhoumi, El Manaa, Khozaei, Fatemeh, Hassan, Abbas M., Alkaaf, Khalid Ahmed
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.11.2022
• Subjects: Academic disciplines; Computer science; Core curriculum; Course Descriptions; curriculum; education development; Engineering education; Higher education; Learner Engagement; Learning; Learning Processes; Mathematics; Pedagogy; Research methodology; Sample variance; Science Curriculum; Statistics; statistics courses; Students; survey; syllabi design; Teaching; Teaching Methods
• DOI: 10.3390/educsci12110748
• ISSN: 2227-7102

The purpose of this research was to identify “threshold” concepts in introductory statistics courses by surveying engineering students. Threshold concepts are those ideas that bind a subject together and are fundamental to the thinking and practice within a discipline. In this exploratory study, the aim was to answer the following questions: What are the learners’ assessments of the proposed threshold concepts? Based on the learners’ assessments, which of the four threshold characteristics best describes the selected threshold concepts? What are the final proposed threshold concepts that incorporate the learners’ perspectives? What is the perception held by learners about the theory’s impact on the learning and teaching processes? Using qualitative and quantitative exploratory analysis to answer these questions, all students in the College of Engineering and Applied Science who took one of the 29 sections of the course Introductory Statistics offered at the University of Colorado at Boulder were surveyed. The findings reveal there are differences in threshold concepts identified by instructors and learners. The learners added 11 concepts to the 18 proposed by the instructors as threshold concepts. Based on these inputs, a list of potential threshold concepts incorporating the two perspectives—that of instructor and that of learner—was created, and a framework of knowledge to support curriculum design was developed. An important suggestion for future research is to explore how to incorporate these threshold concepts in redesigning the syllabi of such courses, depending on the proposed framework.