Can Learn Statistics! Converging Assessment and Practice in an Individualized Classroom
Abstract: This paper is a report of a study conducted on an undergraduate level statistics course. The paper describes how this course used technology to facilitate teaching and learning of statistics, an unfavorable subject to most students. The paper highlights how this course by design converged the instructor’s assessment and students’ practice activities and promoted students’ learning and instructor’s teaching of statistical concepts. Overall, this paper is a description of one instructor’s use of a web-based tool to help individualize instruction and encourage student metacognition, participation, and active engagement when learning statistics in an undergraduate course delivered face-to-face. Although the researcher intends to extend to include evidence-based discussions, this current paper will only talk about design elements of the course since data from this study currently been investigated.