ADVENTURES IN THE FLIPPED CLASSROOM FOR INTRODUCTORY A M Y N U S S B A U M A N D M O N N I E M C G E E STATISTICS S R C O S J U N E 5, 2 0 1 3 Amy Nussbaum and Monnie McGee SRCOS, June 5, 2013
FLIPPED CLASSROOMS A pedagogical model in which the typical lecture and homework elements of a course are reversed (Educause 2012) Advantages: Students control the pace of the lectures. Students can learn from one another Interaction with the instructor Encourages self-motivation
STATISTICS 2301-803 One of three sections taught during spring 2013 32 of 36 students completed the course 8:30 9:20 a.m. Tuesday and Thursday, Labs on Wednesdays Introduction to Business Statistics Required as a business core course Text: Moore, et.al., 3 rd Edition Twice-weekly lecture Weekly data analysis lab using Excel Weekly homework, two mid term exams, one final, data analysis project
FLIPPING Daily reading and YouTube videos about basic statistical topics Daily quizzes to test understanding and comprehension of the topics covered in the text and videos Lectures became problem-solving sessions BlackBoard records everything
PROBLEM SOLVING Ten to twenty minutes going over issues from quizzes Remainder of class time working problems Price of the last haircut for 7 students 17 20 20 20 25 60 65 Calculate the mean, median, deviations from mean, and SD Remove the smallest data point and recalculate Which statistic changes the most?
USING BLACKBOARD Homework, lab, quiz, and exam scores are all recorded on Blackboard Blackboard User Reports User Activity Report: measures where each user spends his time and how often she visits (number of times). Course Activity Overview: measures how much time (in hours) each user spends on Blackboard and when he goes. Reports can be set to cover a certain time period (e.g., the week before an exam, the first month of the class, etc.)
PROFESSOR COLLECTED DATA (SEVEN IN CLASS QUIZZES) Student ID Quiz 1/31 Quiz 2/12 Quiz 2/26 Quiz 2/28 Quiz 3/28 Quiz 4/9 Quiz 4/11 Final Grade 39504989 1 1 1 1 0 0 0 88.1 36613763 1 1 0 1 1 1 1 97.3 39290788 1 1 1 1 1 1 1 96.0 39546082 1 1 0 1 1 1 1 72.5 34516798 0 0 0 0 0 0 0 48.2 39599395 1 1 1 0 0 1 0 75.5 39196980 1 1 1 1 1 1 1 93.9 31337505 1 1 1 1 0 0 0 85.0 33755778 0 0 0 0 0 1 0 68.0 34830098 1 1 1 1 1 1 1 95.1 39528298 1 0 1 1 1 1 1 93.5 35618041 1 1 1 1 1 1 1 90.2 35254613 1 0 0 0 0 0 0 84.6 29694838 1 1 1 1 1 1 0 79.5 35629143 0 0 1 0 1 1 0 59.1 37079150 1 0 1 1 1 1 1 90.3 33594981 1 1 0 1 1 1 0 76.4 39359194 0 1 1 1 1 1 0 88.9 39557522 1 1 1 1 1 1 1 93.3 34878393 1 1 1 1 1 1 1 99.4 34681807 1 1 0 1 1 1 0 96.4 37684092 1 1 1 1 1 1 1 91.7 35326191 1 1 1 1 1 0 1 94.3 34103398 0 0 0 0 0 1 0 67.1 37365488 1 1 1 1 1 1 1 81.9 36558812 1 1 1 1 0 0 1 84.6 37126561 0 1 0 0 0 0 1 39.9 39605583 1 1 0 1 1 1 1 92.5 34191408 1 0 0 0 0 0 0 71.9 39875450 1 1 1 1 0 0 0 88.1 38745958 1 1 1 1 1 1 1 97.1 39510865 1 1 1 0 1 0 0 87.9
INVESTIGATING VARIABLES Homework Grade Lab Grade Quiz Grade Frequency 0 2 4 6 8 Frequency 0 4 8 12 Frequency 0 4 8 12 0 20 60 100 140 0 20 60 100 140 0 50 100 150 200 Hours Preparation Hits Total Hits Frequency 0 5 15 Frequency 0 4 8 12 Frequency 0 5 10 15 0 100 300 500 0 50 150 250 0 200 400 600 Attendance Total Points Final Grade Frequency 0 2 4 6 8 Frequency 0 2 4 6 8 Frequency 0 4 8 12 0 1 2 3 4 5 6 7 300 500 700 900 30 50 70 90
INVESTIGATING RELATIONSHIPS 50 70 90 0 40 80 120 Total 400 700 50 70 90 Final.Exam HW.Total 20 60 100 0 40 80 Lab.Total Quiz.Total 50 150 400 600 800 20 60 100 50 100 150
INVESTIGATING RELATIONSHIPS 50 150 250 0 1 2 3 4 5 6 7 Hours 100 300 500 50 150 250 Class.Prep.Hits Total.Hits 100 300 500 0 2 4 6 Attendance 100 300 500 100 300 500
LINEAR MODELS Midterm One: 0.30 < Adjusted R 2 < 0.40 Midterm Two: 0 < Adjusted R 2 < 0.20 Midterm One Y = total number of points between beginning of course and midterm one X = Course preparation hits, hours spent on BB Midterm Two Y = total number of points between beginning of course and midterm two X = Course preparation hits, hours spent on BB
NO A FOR EFFORT AT LEAST, NOT AS MEASURED BY HOURS ON B B
ENTER ATTENDANCE DATA Y = Final Grade X = Hours spent on BB, Number of times participating in class, interaction Coefficient SE T-Stat P-value Intercept 32.203 7.359 4.376 0.000512 Attendance 8.457 1.463 5.780 0.000003 Hours 0.171 0.040 4.314 0.00018 Interaction -0.024 0.007-3.333 0.0024
A FOR EFFORT AND ATTENDANCE W E L L W E K N O W THE RELATIONSHIP IS NOT C A USAL
COMPARISONS Three Sections Experienced flipper (70 students, 9:00 MW) Traditional lecture (x students, 12:00 MW) Novice flipper (32 students, 8:30 TR) Student Learning Outcomes for Quantitative Foundations courses Students will be able to solve problems using algebraic, geometric, calculus, and/or statistical computational methods Students will be able to interpret and/or draw inferences from mathematical models, data, graphs and/or formulas
EXAMPLE QUESTIONS Calculation In a large city, the percent of total spending that households devote to housing is normally distributed, with an unknown mean μ. I select a simple random sample of 100 households and determine the percent of each household s total spending that is devoted to housing. The sample mean is 35% and the sample standard deviation is 9%. Calculate, a 95% confidence interval for μ. Interpretation A 95% confidence interval for the mean μ of a population is computed from a random sample and found to be 9 ± 3. We may conclude We are 95% certain that each member of the population has a value between 6 and 12. We are 95% certain that the sample mean is between 6 and 12. We are 95% certain that the population mean is between 6 and 12. The probability is 95% that if we chose a member from this population at random, its value would be between 6 and 12.
SLO ASSESSMENT Same twelve Final Exam questions for each of three sections of Statistics 2301 Six calculation Six interpretation Other professor specific questions on each exam Counted percentage of students who correctly answered four or more of six questions in two categories
ASSESSMENT RESULTS Experienced (70 Students) 44 out of 70 for calculation 49 out of 70 for Interpretation Traditional (70 Students) 63 out of 70 for calculation 45 out of 70 for calculation Novice (32 Students) 14 of 32 for calculation 25 of 32 for interpretation
COMMENTS Big Data Work load Confounding variables Chickens & Crutches Student perception Humanities courses
MY QUESTIONS TO YOU Experimental design? What should we measure as the outcome? Can we do this across universities? Grant mechanisms in place?