Faculty pedagogical methods utilized for introductory statistics courses
Title
Faculty pedagogical methods utilized for introductory statistics courses
Creator
Wooten, Trina M.
Description
Wooten, Trina M.
This is a hermeneutic phenomenological dissertation about faculty members’ teaching methods utilized in their introductory statistics courses. Statistics education changed in the late 1970s with John Tukey’s Exploratory Data Analysis. Indirectly this led to the 2005 and 2006 Guidelines for Assessment and Instruction in Statistics Education reports focusing on this subject’s multidisciplinary nature and the use of active learning teaching methods. Before conducting the interviews, the goal was to determine if there was a gap between research (active learning teaching methods) and practice (passive learning teaching method). The three research questions in this study were the following: 1) How do academic and professional experiences affect faculty members’ pedagogical methods in their introductory statistics classes? 2) What are faculty members’ teaching philosophies based on active learning teaching methods in elementary statistics courses compared to other courses; and 3) What causes faculty members to change their teaching methods in introductory statistics? Four faculty members who currently teach introductory statistics participated in one-on-one semi-structured interviews. It was found that statistical, teaching, and professional experiences affect pedagogical methods. Project and problem-based learning are the predominate active learning teaching methods in statistics. The four changes in teaching introductory statistics were the following: 1) COVID-19 pandemic, 2) type of students, 3) students’ constructive criticisms, and 4) technological advancements and resources. These results have led to exploring graduate teaching assistant roles and professional development opportunities focusing on teaching, statistics, and mathematics for novice and veteran faculty members.
This is a hermeneutic phenomenological dissertation about faculty members’ teaching methods utilized in their introductory statistics courses. Statistics education changed in the late 1970s with John Tukey’s Exploratory Data Analysis. Indirectly this led to the 2005 and 2006 Guidelines for Assessment and Instruction in Statistics Education reports focusing on this subject’s multidisciplinary nature and the use of active learning teaching methods. Before conducting the interviews, the goal was to determine if there was a gap between research (active learning teaching methods) and practice (passive learning teaching method). The three research questions in this study were the following: 1) How do academic and professional experiences affect faculty members’ pedagogical methods in their introductory statistics classes? 2) What are faculty members’ teaching philosophies based on active learning teaching methods in elementary statistics courses compared to other courses; and 3) What causes faculty members to change their teaching methods in introductory statistics? Four faculty members who currently teach introductory statistics participated in one-on-one semi-structured interviews. It was found that statistical, teaching, and professional experiences affect pedagogical methods. Project and problem-based learning are the predominate active learning teaching methods in statistics. The four changes in teaching introductory statistics were the following: 1) COVID-19 pandemic, 2) type of students, 3) students’ constructive criticisms, and 4) technological advancements and resources. These results have led to exploring graduate teaching assistant roles and professional development opportunities focusing on teaching, statistics, and mathematics for novice and veteran faculty members.
Date
2024
Publisher
Alverno College
Extent
104 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
Statistics--Study and teaching
Teaching--Methodology
Pedagogical methods
Teaching methods
Introductory statistics
Faculty members
Hermeneutic phenomenological study
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Wooten, Trina M., “Faculty pedagogical methods utilized for introductory statistics courses,” Alverno College Library Digital Commons, accessed May 15, 2024, https://alverno.omeka.net/items/show/911.