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

, , , , , Franklin University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Alpay, N., Ratvasky, P., Koehler, N., LeVally, C. & Washington, T. (2016). Redesigning a statistical concepts course to improve retention, satisfaction, and success rates of non-traditional undergraduate students. In Proceedings of E-Learn: World Conference on E-Learning (pp. 65-78). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2017 from .

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