What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature

By A. Zieffler, Joan Garfield, S. Alt, Danielle Dupuis, Kristine Holleque, B. Chang. 2008

167 citations recorded by the source corpus.

Since the first studies on the teaching and learning of statistics appeared in the research literature, the scholarship in this area has grown dramatically. Given the diversity of disciplines, methodology, and orientation of the studies that may be classified as “statistics education research,” summarizing and critiquing this body of work for teachers of statistics is a challenging and important endeavor. In this paper, a representative subset of studies related to the teaching and learning of statistics in introductory, non-calculus based college courses is reviewed. As a result of this review, and in an effort to improve the teaching and learning of statistics at the introductory college level, some guidelines to help advance future research in statistics education are offered.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b36fe2f6e413aebbc3175fe9272b714427e6f7ec

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Citations in the corpus

Active learning increases student performance in science, engineering, and mathematics (2014, background): “As recommended (36), the criteria for admission to the coding and final data analysis phases of the study were established at the onset of the work and were not altered.”
A Meta-Analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement (2014, methodology): “The major implication of this study is that evidence-based research supports the effectiveness of active small-group learning methods in promoting students’ achievement in statistics.”