Curricular Change to Improve Student Learning in Undergraduate Statistics
Undergraduate students often leave statistics courses not fully understanding how to apply statistical concepts. In order to enhance student learning and improve the understanding and application of statistical concepts, an elementary statistics course was transformed from a lecture-based course into one that integrates technology with active and collaborative learning methods. The effect of these changes was evaluated using a combination of pre- and post-content knowledge tests. The overall results of these changes showed that student performance on the content test was higher in the redesigned classes compared to the traditional course.