PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Examining the Effectiveness of a Support Model for Introductory Statistics
Page: 326
This paper describes a pilot program, aimed at improving outcomes in Introductory Statistics, in which undergraduate peer coaches led teams of students in activities designed to address common misconceptions about statistics during weekly sessions. Preliminary analysis suggests that introducing these sessions may reduce the percentage of students that finish Introductory Statistics with a grade of D, F or W, although the small number of students in the pilot program did not provide sufficient power to detect statistical significance. We also observe that the population of students who attend most of the optional sessions seems to be a mixture of high performing students and lower performing students. Participants in the program reported mainly positive perceptions of the program’s usefulness. We intend to continue investigating these observations in future iterations of the program where we hope to improve participation and refine the session activities.