Ellen Gundlach|K. Andrew R. Richards|David B. Nelson|Chantal Levesque?Bristol
A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class
Purdue University System|Northern Illinois University|Purdue University System|Purdue University System
webaugmented traditional lecture fully online flipped sections taught instructor course schedule assignments exams semester compared regards student attitudes statistical reasoning performance common exams homework projects perceptions course instructor survey attitudes toward statistics36 sats36 instrument eight questions statistical reasoning assessment sra given beginning end semester measure change students selected sections students sections similar demographically similar precourse college grade point averages sats36 showed increases affect cognitive competence perceived easiness decreases value interest effort beginning end semester sections affect perceived easiness showed differences section traditional higher online average results sra questions showed increase correct statistical reasoning skills decrease misconceptions sections semester traditional students scored higher average three exams significant differences sections homework project university evaluations course instructor results contextualized prior educational research course modalities proposals future research provided