Math 1530 Course Revitalization 2017 Using HIPS Presenter and Lead - - PowerPoint PPT Presentation

Math 1530 Course Revitalization 2017 Using HIPS

Presenter and Lead Investigator: Dr. Anita Polk-Conley Additional Investigator: Dr. Azar Raiszadeh

Chattanooga State Community College

The 1530/ 0530 Proj ect Included:

 High Impact Practice of proj ect-based learning using real world

data

 Collaborative/ proj ect-based assignments for the both Math

1530 Introductory Statistics and Math 0530 learning support classes

 Data collected survey of Chattanooga State college level

introductory statistics students with fifteen additional questions focused on healthy eating habits of students

 Four part proj ect grade replaced the final exam grade  Classroom interactions student -to-student and student to

faculty were completed on a weekly basis as students worked in groups to complete proj ect

Proj ect Results and Data:

Math 1530 Intro Stats Fall 2017 Course Headcount

GRADE

NON-Experimental Courses

GRADE

Experimental Courses ONLY

GP A S tudent Count Percentage

GP A S tudent Count Percentage

A 4.00 302 28.1% A 4.00 16 22.9% B 3.00 221 20.6% B 3.00 19 27.1% C 2.00 127 11.8% C 2.00 13 18.6% D 1.00 27 2.5% D 1.00 3 4.3% F 0.00 216 20.1% F 0.00 6 8.6% FA 0.00 92 8.6% FA 0.00 5 7.1% W 0.00 90 8.4% W 0.00 8 11.4% Total 1.99 1075 100.0% Total 2.14 70 100.0%

Math 1530 Revitalization Results

 Experimental group has a higher overall success rate (68.6%

) than the non-experimental group (60.5% ) for passing with an A, B or C.

 Difference of 8.1%

between the success rates for those students participating in the experimental sections versus other college level statistics students enrolled is a 13.4 percent increase

 Overall grade point average for all students who started in non-

experimental sections of Introductory S tatistics Math 1530 was a 1.99 Course GP A versus a 2.14 Course GP A for the experimental sections

 Difference of 0.15 between the overall student course grade point

averages translates into a 7.5% percent increase in overall course GP A for experimental sections

 This percent increase shows a positive significant impact on the depth

• f student learning when using the new model in college level statistic

sections

Future Implications



According to the data collected, the experimental group has a higher overall success rate than the non-experimental group for college-level statistics which positively addresses the academic problem



S tudents performed significantly better when required to turn in their proj ects before unit test deadlines should be incorporated in statistics courses



High Impact Practice of proj ect-based learning using real and relatable real world data can help students feel connected to statistics and works to keep students engaged in their learning process.