Abstract

It is widely accepted that active learning and group work enhance learning in the statistics classroom, but how should those groups be formed? This study aims to better understand the characteristics of a productive team in the undergraduate introductory statistics course. At Montana State University, the introductory statistics course utilizes a flipped classroom approach with a simulation-based curriculum. At the beginning of each of three units, students were randomly assigned into teams of three. Students worked in their team during all class activities. At the end of the unit, students took an individual exam, followed by a team exam comprised of a subset of problems from the individual exam. Through validated instruments on a pre-course survey, we measured each student’s attitude towards statistics, knowledge of introductory statistics content, and personality type. Using mixed-effects models, we then explored the relationship between individual student and team exam performance and the attitude towards statistics of the individual student and that of their team. If we can better understand what combination of student characteristics result in productive teams, instructors can be intentional with how they form groups in the classroom. In particular, an understanding of which aspects contribute the most to peer effects in the classroom will allow instructors to actualize the full efficacy of active learning.

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