Improving statistics instruction: student variables, behaviors & strategies

Abstract

The current investigation sought to identify specific variables affecting students' learning in an introductory statistics course, students' academic routines and behaviors, and the importance of those behaviors as they relate to students' success in the class. The focus was to incorporate self-regulated learning strategies within instructional strategies that promote active learning. Classroom observations, consultations with the instructor, student interviews and a survey were used to identitY existing instructional practices and ongoing student variables. Students who read the text, attended review sessions, and studied in a quiet place tended to do significantly better in the course. Identifying student variables and the course's instructional constraints allowed for the development of instructional strategies which promote active, self-regulated learning strategies that the instructor can actually incorporate into the course format. Two types of strategies were developed: a teacher-centered instructional strategy and a student-centered self-regulated learning strategy. Procedures for both strategies are structured so that they interact with each other to scaffold students' development of statistical reasoning abilities.