Redesigning a statistical concepts course to improve retention, satisfaction, and success rates of non-traditional undergraduate students

ID: 49656 Type: Full Paper: Journal Publication
  1. Nimet Alpay, Pamela Ratvasky, Natalya Koehler, Carolyn LeVally, and Tawana Washington, Franklin University, United States

Monday, November 14 4:30 PM-5:00 PM Location: Edison E View on map

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Abstract: This case study investigated the impact of the Statistical Concepts course redesign on the retention, performance, and satisfaction of non-traditional undergraduate students. The redesign used a systematic approach and has been yielding positive impacts over 5 trimesters. Student attrition rates on average decreased by 12 % and the number of students who received successful grades (A, B, C) on average increased by 17 %. The number of students who recommend the course has been consistently increasing as well. This study is specifically focused on comparing the results in two trimesters, Fall 2013 (using old course design with 335 students) and Fall 2014 (piloting the redesigned course with 255 students). This comparison served as a foundation for minor course modifications after piloting the redesigned course in the Fall 2014 semester.

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