Active learning of statistics: a case study

Morris, E. J. and Scanlon, E. (2001) Active learning of statistics: a case study. Research in Learning Technology. 8(1), pp. 80-91. 2156-7069.

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Abstract:

Students studying psychology or a social science have to take courses in statistics, but students often experience difficulties in learning statistical concepts and techniques. Indeed, there is a body of interdisciplinary research that indicates that students tend to have confusions and difficulties with a variety of topics in statistics (Garfield and Ahlgren, 1988; Shaughnessy, 1992). It has been found that students hold misconceptions relating to fundamental statistical concepts, such as the mean and correlation (Mevarech, 1983; Morris, 1997). Research in computer-based learning has looked at how the computer can be used effectively to address students' statistical misconceptions and help students come to understand key statistical ideas (Cumming and Thomason, 1995; Morris, 1998).

Additional Information:

Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Uncontrolled Keywords:

statistical concepts, information technology, misconceptions, computer-based learning, collaborative learning

Creators:

Morris, E. J. and Scanlon, E.

Date:

30 December 2001

Date Type:

Publication

Page Range:

pp. 80-91

Journal or Publication Title:

Research in Learning Technology

Volume:

Number:

Number of Pages:

Language:

English

ISSN:

2156-7069

Status:

Published / Disseminated

Refereed:

Yes