Evaluating learning theory-based methods for improving the learning outcomes of introductory statistics courses

Modern introductory statistics courses have undergone significant change in recent times. The move towards emphasising more data and concepts has seen a dramatic increase in the use of technology and innovative learning methods. However, while many of these changes have been informed by learning theories, their efficacy has not been thoroughly evaluated. This thesis reports the findings of three major projects that have evaluated theory-based interventions aimed at improving key learning outcomes in introductory statistics courses. With the growing importance of technological skills required by modern notions of statistical literacy, Part I assesses the use of active-exploratory training approaches for the development of statistical package skills using experimental and qualitative methodologies. In Part II, the use of short lecture-based conceptual change activities for correcting common statistical misconceptions are evaluated in a prospective cohort study. Part III explores the use of the online virtual environment, known as the Island, for project-based learning aimed at developing students’ statistical thinking using both survey and experimental studies. The outcomes of these major parts provide valuable insight into the importance of evaluation research in statistics education and the challenges it presents to researchers. The findings discussed build upon statistics education research and suggest promising directions for future inquiry