Details
| Original language | English |
|---|---|
| Pages (from-to) | 240-245 |
| Number of pages | 6 |
| Journal | Teaching of psychology |
| Volume | 46 |
| Issue number | 3 |
| Early online date | 30 May 2019 |
| Publication status | Published - 1 Jul 2019 |
| Externally published | Yes |
Abstract
We describe how students can be encouraged to actively review course contents on inferential statistics by creating application-oriented exercises and sample solutions on the basis of concrete and realistic research articles and their data. For evaluation purposes, we use students’ reactions to the activity and investigate its effects on the final statistics exam. Students’ ratings of the quality of the exercises, necessary knowledge, and the evaluation of the activity were very positive, and participating students achieved better grades in the final exam than nonparticipants, whereas the groups did not differ regarding their initial skills or motivational characteristics. We conclude by discussing implications for lecturers teaching statistics.
Keywords
- active learning, exercises creation, psychology, statistics
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
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In: Teaching of psychology, Vol. 46, No. 3, 01.07.2019, p. 240-245.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Creating Statistics Exercises on the Basis of Research Articles
AU - Bebermeier, Sarah
AU - Hagemann, Anne
PY - 2019/7/1
Y1 - 2019/7/1
N2 - We describe how students can be encouraged to actively review course contents on inferential statistics by creating application-oriented exercises and sample solutions on the basis of concrete and realistic research articles and their data. For evaluation purposes, we use students’ reactions to the activity and investigate its effects on the final statistics exam. Students’ ratings of the quality of the exercises, necessary knowledge, and the evaluation of the activity were very positive, and participating students achieved better grades in the final exam than nonparticipants, whereas the groups did not differ regarding their initial skills or motivational characteristics. We conclude by discussing implications for lecturers teaching statistics.
AB - We describe how students can be encouraged to actively review course contents on inferential statistics by creating application-oriented exercises and sample solutions on the basis of concrete and realistic research articles and their data. For evaluation purposes, we use students’ reactions to the activity and investigate its effects on the final statistics exam. Students’ ratings of the quality of the exercises, necessary knowledge, and the evaluation of the activity were very positive, and participating students achieved better grades in the final exam than nonparticipants, whereas the groups did not differ regarding their initial skills or motivational characteristics. We conclude by discussing implications for lecturers teaching statistics.
KW - active learning
KW - exercises creation
KW - psychology
KW - statistics
UR - http://www.scopus.com/inward/record.url?scp=85066849465&partnerID=8YFLogxK
U2 - 10.1177/0098628319853938
DO - 10.1177/0098628319853938
M3 - Article
AN - SCOPUS:85066849465
VL - 46
SP - 240
EP - 245
JO - Teaching of psychology
JF - Teaching of psychology
SN - 0098-6283
IS - 3
ER -