An empirical consideration of a balanced
amalgamation of learning strategies in
Graduate introductory statistics CLASSES
brandon k. vaughn
The
brandon.vaughn@mail.utexas.edu
ABSTRACT
This study considers the effectiveness of a “balanced amalgamated” approach to teaching graduate level introductory statistics. Although some research stresses replacing traditional lectures with more active learning methods, the approach of this study is to combine effective lecturing with active learning and team projects. The results of this study indicate that such a balanced amalgamated approach to learning not only improves student cognition of course material, but student morale as well. An instructional approach that combines mini-lectures with in-class active-learning activities appears to be a better approach than traditional lecturing alone for teaching graduate-level students.
Keywords: Statistics education research;
Graduate-level education; Active learning; Collaborative learning;
Lecture-based learning; Team projects; Classroom instruction
__________________________
Statistics Education Research
Journal, 8(1), 106-130, http://www.stat.auckland.ac.nz/serj
Ó International Association for Statistical Education (IASE/ISI), May, 2009
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brandon vaughn
Department of Educational Psychology
1 University Station, D5800
The