Beng Chang

Bio: Beng Chang is an academic researcher from University of Minnesota. The author has contributed to research in topics: Statistics education & Scholarship. The author has an hindex of 1, co-authored 1 publications receiving 124 citations.

What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature

Abstract: Since the first studies on the teaching and learning of statistics appeared in the research literature, the scholarship in this area has grown dramatically. Given the diversity of disciplines, meth...

Active learning increases student performance in science, engineering, and mathematics

Abstract: creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform

Abstract: Over the past few decades there has been a large amount of research dedicated to the teaching of statistics. The impact of this research has started to change course content and structure, in both ...

A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class

Abstract: Web-augmented traditional lecture, fully online, and flipped sections, all taught by the same instructor with the same course schedule, assignments, and exams in the same semester, were compared wi...

A Meta-Analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement.

Abstract: This meta-analytic study focused on the quantitative integration and synthesis of the accumulated pedagogical research in undergraduate statistics education literature. These accumulated research studies compared the academic achievement of students who had been instructed using one of the various forms of small-group learning methods to those who had been instructed using lecture-based instruction. The meta-analytic results showed that cooperative, collaborative, and inquiry-based learning methods were used in college-level statistics courses. The results also showed that cooperative and collaborative learning methods supported the effectiveness of the small-group learning methods in improving students' academic achievement with an overall average effect-size of 0.60. In contrast, the effectiveness of inquiry-based learning was close to zero. This significant positive average effect-size indicated that using small-group learning methods in statistics classrooms could increase the achievement of college s...

A Longitudinal Comparison of Online Versus Traditional Instruction

Abstract: This article presents a longitudinal comparison of online versus traditional instructional delivery methods. Significant research had been conducted comparing online and traditional courses. However, there is no consensus regarding student performance considering the two instructional methods. Additionally, previous studies have focused on a limited number of courses or a short time period. This research study involves a single introductory business application software course, delivered as a traditional course and as an online course, offered over a period of ten years. The course was taught by the same instructor using the same criteria and standards across all classes, however, new versions of the software were utilized. Student performance was analyzed across 30 sections of the course from the years 2001 to 2010. Results indicate that there was no significant difference in student performance between the two modes of course delivery.