Assessing the Gains from Concept Mapping in Introductory Statistics

Abstract

In an effort to improve active learning in introductory statistics, we introduce the use of concept mapping techniques as part of the course. While previous papers have touted the use of this and other interactive teaching methods in statistics education, we add to this literature by providing additional assessment of its efficacy. This comes through an experimental design that involves a single instructor teaching two sections of the same statistics course over the same semester. Both cover the same material in the same way with the exception that concept mapping is used in one section, but not the other. Assessment of learning outcomes is done through the use of pre-tests and post-tests of understanding of statistical concepts. We also track changes in student’s study habits over the semester through additional surveys. We find only weak evidence that concept mapping is effective in aiding student learning of statistics.