The Teaching of Introductory Statistics: Results of a National Survey

Chelsey Legacy, Laura J Le, Andrew S Zieffler, Elizabeth B Fry, Pablo Vivas Corrales

Research output: Contribution to journalArticlepeer-review

Abstract

The Statistics Teaching Inventory (STI) was designed to assess the teaching practices of U.S.-based, college-level introductory statistics instructors in a variety of institutions and departments. This instrument has now been updated to reflect current trends and recommendations in statistics education. In this study, we used the STI to examine the current state of the curricular and instructional practices being used by U.S.-based, college-level introductory statistics instructors. We explore the extent to which instructors report that their introductory statistics courses are aligned with recommended practices as outlined by the 2016 GAISE College Report. Data were collected from a sample of college-level U.S.-based, college-level introductory statistics instructors. Results based on 228 usable responses indicated that instructors, by-and-large, tended to be following the GAISE recommendations, especially related to content. However, courses may not yet be aligned with newer content recommendations (e.g., provide students opportunities to work with multivariate data), and there is still a large percentage of instructors that are not embracing student-oriented pedagogies and assessment methods. Supplementary materials for this article are available online.

Original languageEnglish (US)
JournalJournal of Statistics and Data Science Education
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.

Keywords

  • Instructional practices
  • Statistics education research
  • Statistics teaching
  • Teaching inventory

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