Outcomes of Using Guided Project-Based Learning as a Pedagogical Strategy in a Graduate Statistics Course

• In Event: 75.041 - MTCC Roundtable Session 33
  In Roundtable Session: 75.041-11 - Considerations for Faculty Teaching Educational Research Courses

Abstract

This study sought to determine how using guided project-based learning as the primary pedagogical technique used in a doctoral level statistics course affected students’ attitudes towards statistics and their learning of the content. This multiphase, concurrent mixed methods study utilized the Survey of Attitudes Toward Statistics and interviews over the course of a semester long statistics course in a graduate education degree program. The results showed the positive effects of guided project-based learning on students’ feelings towards statistics and an enhanced self-efficacy in reading and conducting statistical analyses.

Author

• Adam C. Elder, Southeastern Louisiana University