Peeragogy in Graduate Statistics: Examining the Effects of Co-learning on Perceptions of Statistics

• In Event: Pedagogy and Learner-Centered Teaching in Criminal Justice Education

Abstract

To date, there has been little research regarding the attitudes of students towards statistics. Even less research has focused on the attitudes of criminal justice students enrolled in graduate statistics courses. The concept of peeragogy, which involves co-learning and collaborating with fellow students in order to enhance the academic experience, is at the root of our study. We looked at the perceptions of graduate students regarding statistics both before and after a 16 week graduate statistics class in order to better comprehend how peeragogy shaped the students attitudes regarding statistics. In addition, our study also includes the findings of a class project, which was a workplace conditions survey conducted with staff at a local jail. Results obtained from this survey were actually used by the instructor to teach the students not only statistics, but also how to collect, code, clean, interpret and report data. Also discussed for comparative purposes will be the results of two previously conducted studies on peeragogy with earlier sections of the same graduate statistics course.

Authors

• Ryan A. Phillips, Eastern Kentucky University

• Joseph Ellis, Eastern Kentucky University

• Kendahl Granger, Eastern Kentucky University

• Cameron Brown, Eastern Kentucky University

• Tyler Shuplinkov, Eastern Kentucky University

• Carlene Mallory, Eastern Kentucky University

• James Wells, Eastern Kentucky University