The Effect of Active Learning Methods on Student Retention in Engineering Statistics
The Effect of Active Learning Methods on Student Retention in Engineering Statistics
复制标题
主动学习方法对工程统计学学生保留率的影响
DOI：
10.1080/00031305.2000.10474526
复制
发表时间：
2000
期刊：
影响因子：
--
通讯作者：
P. Kvam
中科院分区：
文献类型：
--
作者：
P. Kvam
摘要本研究旨在探讨主动学习法对学生在工程统计学导论课上学习记忆力的长期影响。两个班的学生参加了这项研究，一个班是用传统的讲座为基础的学习，另一个班强调小组项目和合作学习为基础的方法。在课程结束后立即对学生进行检查，然后在八个月后再次对学生进行检查。研究结果表明，主动学习有助于提高平均分或低于平均分的学生的保留率。数据的图形显示，沿着标准的统计分析，有助于解释在两种不同的学习环境中观察到的学生之间的保留差异。
Abstract An experiment was carried out to investigate the long-term effects of active learning methods on student retention in an introductory engineering statistics class. Two classes of students participated in the study—one class was taught using traditional lecture-based learning, and the other class stressed group projects and cooperative learning-based methods. Retention was measured by examining the students immediately after the course finished, and then again eight months later. The findings suggest that active learning can help to increase retention for students with average or below average scores. Graphical displays of the data, along with standard statistical analyses, help explain the observed difference in retention between students in the two different learning environments.