Abstract

Many students find that learning statistics is difficult, especially novice learners first taking statistical classes. Instructors also struggle to teach statistics due to many challenges, such as students' misconceptions, lack of math skills, negative attitudes, and deficient instructional methods. A new pedagogical approach called Decision-Based Learning (DBL) has been developed to help instructors and students overcome these challenges. A group of Peruvian university professors in 2018 and 2019 were trained to use DBL. However, limited studies have explored DBL instructors' and students' experiences using DBL in Peru. The aim of this qualitative research study is to deeply understand the experiences of one Peruvian statistics instructor and her students using DBL pedagogy and software. This study used a qualitative Gadamerian-Hermeneutic methodology approach. Data were collected from seven participants' interviews (six students and one statistics instructor), the researcher's field notes, and classroom artifacts. Findings identify several specific benefits and challenges participants faced when implementing DBL. Benefits include growth of students' confidence in solving statistical problems and instructor satisfaction, and challenges includes time-consuming instructor initial preparation and students' learning transfer issues. This study concluded that DBL is beneficial for students and instructors alike. Based on the results, some recommendations are offered to help instructors to overcome the challenges faced when implementing DBL.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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