Redesigning a statistical concepts course to improve retention, satisfaction, and success rates of non-traditional undergraduate students
article
Nimet Alpay, Pamela Ratvasky, Natalya Koehler, Carolyn LeVally, Tawana Washington, Franklin University, United States
Journal of Educational Multimedia and Hypermedia Volume 26, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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. (2017). Redesigning a statistical concepts course to improve retention, satisfaction, and success rates of non-traditional undergraduate students. Journal of Educational Multimedia and Hypermedia, 26(1), 5-27. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 31, 2024 from https://www.learntechlib.org/primary/p/174175/.
© 2017 Association for the Advancement of Computing in Education (AACE)
References
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