Traditional versus Non-traditional Teaching: Perspectives of Students in Introductory Statistics Classes

Abstract

Although there has been a considerable amount of work evaluating the effects of different (non-traditional) instructional styles, inquiries into students' preferences of instructional style have been few. From 1998–2001, we surveyed introductory statistics students regarding various aspects of their class preferences, especially the teaching style they prefer. We analyzed the data for the purpose of seeing if there has been an increasing trend in preference towards non-traditional methods. Our results are inconclusive (p = 0.35) about the presence of such a trend. However, the overall proportion of students preferring non-traditional classes is higher than students preferring traditional classes (p < 0.001). We also used the survey data to investigate the possible attributes that relate to preference. Using Stepwise Logistic regression (with = 0.10) we find that the students' ideal class-size, the number of years since they graduated from high school, the perceived learning styles of the students, and the attitudes of students towards the use of visual aids and hands-on activities are all significantly related to the teaching style preferences of students.

• Binary logistic regression
• Cochran-Armitrage trend test
• Pedagogical Research