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A review of group-based methods for teaching statistics in higher education

Jones, E; Palmer, T; (2022) A review of group-based methods for teaching statistics in higher education. Teaching Mathematics and its Applications , 41 (1) pp. 69-86. 10.1093/teamat/hrab002. Green open access

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Abstract

The teaching of statistics in higher education in the UK is still largely lecture based. This is despite recommendations such as those given by the American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education report that more emphasis should be placed on active learning strategies where students take more responsibility for their own learning. One possible model is that of collaborative learning, where students learn in groups through carefully crafted ‘problems’, which has long been suggested as a strategy for teaching statistics. In this article, we review two specific approaches that fall under the collaborative learning model: problem- and team-based learning. We consider the evidence for changing to this model of teaching in statistics, as well as give practical suggestions on how this could be implemented in typical statistics classes in higher education.

Type: Article
Title: A review of group-based methods for teaching statistics in higher education
Open access status: An open access version is available from UCL Discovery
DOI: 10.1093/teamat/hrab002
Publisher version: https://doi.org/10.1093/teamat/hrab002
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences > Dept of Statistical Science
URI: https://discovery.ucl.ac.uk/id/eprint/10127362
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