Document Type
Article
Publication Date
5-21-2023
Abstract
This study included quantitative and qualitative analysis of three years of students in an introductory college-level statistics course. The quantitative analysis focused on what aspects might be relevant to student success. The instructor and the modality appear to be significantly related to student success. Somewhat surprisingly, fully onsite courses had a lower success rate than online or partially online courses. The qualitative analysis focused on the student comments on end of course surveys for the same three years. These comments were categorized based on topic and then rated from -3 reflecting a strong negative feeling, through to +3 indicating a strong positive feeling. These comments highlighted the importance students placed on live online lessons with the instructor. Students also appeared to take responsibility for their learning, noting the importance of their engagement to their success. This study provided unique insights to student success in an introductory college-level statistics course. Instructor and student engagement is key, along with opportunities for live connections.
College/Unit
College of Arts, Sciences and Technology
Publication or Event Title
Advances in Social Sciences Research Journal
Volume
10
Issue
5
First Page
103
Last Page
121
ISSN
2055-0286
DOI
10.14738/assrj.105.14687
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Harris, J. (2023). Statistical Success: Three-Year Analysis of Student Performance and Student Insights from a First-Year College Statistics Course. Advances in Social Sciences Research Journal, 10 (5), 103-121. https://doi.org/10.14738/assrj.105.14687
