Testing Learning Interventions in Statistics
Learning statistics requires active and reflective mental processes. In this research from the University of Oviedo, we collaborated on an experimental study to evaluate an intervention thought to stimulate these processes: asking students to creatively generate solutions to novel problems before traditional instruction.
Our methods used an experimental approach to compare the learning outcomes of this intervention with top-tier interventions in statistics learning, while also considering emotional factors that explain nuances in efficacy. Our initial pilot study showed higher conceptual understanding in students learning with this creative method versus other traditional methods, and has been published in the academic journal Sustainability, ranked as Q1 in the Science Citation Index. A follow-up study is currently under review at Active Learning in Higher Education (also a Q1 the Science Citation Index).
Project Overview
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Duration: 2 months.
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Role: Eduardo González led the research design, data collection, and analysis.
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Team: Team of 3 psychology researchers and a statistics professor at the University of Oviedo.
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Key Tools: R and SPSS (for data analysis & modeling) and dedicated learning workbooks.
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Project Goal: Experimentally determine the efficacy of invention activities to promote conceptual understanding in a university statistics class.
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Methods: Students were randomly assigned to one of two conditions: (a) Inventing variability measures before instruction, or (b) completing a similar problem-solving activity after receiving a worked example. Learning was evaluated using a learning post-test.
