Document Type
Article
Publication Date
11-1-2024
Journal / Book Title
Education Sciences
Abstract
US college students are typically required to take at least one mathematics or statistics course, either as part their major area of study, or as a general education requirement. College mathematics requirements are an obstacle for many college students. Active learning, a pedagogical approach that places emphasis on students’ collaborative work, has been shown to increase student learning and course success in STEM fields of study and in mathematics courses. Active learning has also been shown to be adaptable to courses involving computer software and programming, such as introductory statistics. This case study is based on the author’s experience implementing an active learning model in an introductory statistics course for students majoring in sociology and related social sciences. Results indicate that the active learning approach was adaptable to the structure and particular learning goals of the course. Students perceived greater learning relative to other courses despite doing less work outside of class, and attributed this to the active learning structure of the course. These findings align with more systematic studies on the impacts of active learning in science and mathematics courses.
DOI
10.3390/educsci14111163
MSU Digital Commons Citation
Douglas, Daniel, "Teaching Statistics for the Social Sciences Using Active Learning: A Case Study" (2024). Department of Sociology Faculty Scholarship and Creative Works. 61.
https://digitalcommons.montclair.edu/sociology-facpubs/61
Rights
© 2024 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published Citation
Douglas, D. Teaching Statistics for the Social Sciences Using Active Learning: A Case Study. Educ. Sci. 2024, 14, 1163. https://doi.org/10.3390/educsci14111163