This paper is from Session 4J: Innovative projects for statistical education
which comes under Topic 4: Improving teaching and capacity in statistics education
Paper 4J2 (Thursday 12th, 16:00-17:30)
A study of students' attitudes change and performance improvement in a flip class
Presenter
- Aklilu Zeleke (Michigan State University, United States)
Co-author
- Carl Lee (Central Michigan University, United States)
Abstract
Flipped class is one of more recently adopted teaching innovations for teaching statistics. This article reports lessons learned from implementing flipped classes at Michigan State University. A pre-, post- attitude survey and an assessment instrument were administered in two sections of a calculus based introductory statistics course. Class enrollment was 48 for each section. The attitude survey includes learning styles, beliefs, attitudes, cognitive competence and value. The assessment instrument consists of 20 multiple-choice questions and written justifications of answers. The results of the attitude surveys indicate positive changes in students’ attitudes towards statistics. A factor analysis is conducted to analyze the patterns of learning styles. Four different patterns are identified. An analysis of the post-assessment performance indicates students' performances were not affected by learning styles.