Do Hands-on Activities Increase Student Understanding?: A Case Study
By Tom Pfaff, Aaron Weinberg. 2009
53 citations recorded by the source corpus.
This article describes the design, implementation, and assessment of four hands-on activities in an introductory college statistics course. In the activities, students investigated the ideas of the central limit theorem, confidence intervals, and hypothesis testing. Five assessments were administered to the students, one at the beginning and end of the course, and three in between the activities. We found that, despite our attempts to engage our students in active reflection, their performance on the assessments generally did not improve. These results raise important issues about the design of pedagogical tools and activities as well as the need to gather data to assess their effectiveness.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/426ea4c77f7d65684d24f8a84586e7381236287b
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In Education
In Statistics and Probability
Citations in the corpus
- Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach (2011, methodology): “Although numerous studies have found active learning to be effective, others have found it to have no effect (e.g., Pfaff and Weinberg, 2009) or even to hinder student performance (e.g., Weltman and Whiteside, 2010).”