AN EMPIRICAL CONSIDERATION OF A BALANCED AMALGAMATION OF LEARNING STRATEGIES IN GRADUATE INTRODUCTORY STATISTICS CLASSES

This study considers the effectiveness of a “balanced amalgamated” approach to teaching graduate level introductory statistics. Although some research stresses replacing traditional lectures with more active learning methods, this is combine effective lecturing and team projects. The results indicate that such balanced amalgamated not only improves student cognition course material, but morale as well. An instructional combines mini-lectures in-class active-learnin activities appears be better than alone for graduate-level students. First published May 2009 at Statistics Education Research Journal: Archives