Helping criminal justice students learn statistics: A quasi-experimental evaluation of learning assistance

Undergraduate statistics courses in criminology and criminal justice programs tend to have high failure rates relative to other courses in the curriculum. One solution to this problem is to focus on helping the students “learn how to learn” difficult material. Drawing upon learning theory and incorporating web-based technology, the authors conducted an evaluation of several learning enhancement tools including Supplemental Instruction (SI), automated quizzes based on the reading, and required class attendance for at-risk students. The results indicate that Supplemental Instruction and quizzes substantially improve the failure rate in the class, (by 47% and 52% respectively) but required attendance by itself is not effective.

This work represents the result of a true collaboration between the two authors. Almost by definition, the help of many people is needed to conduct an evaluation of this nature. For their assistance in the design of the evaluation, we thank Paulette Robinson, Ellen Borkowski, Sharon Roushdy, David Consiglio, Jim Greenberg, Marcia V. Fallon, Ian Kellems, David Lay, Don Berkowitz and Taifa Hibbert. For assisting with the implementation of the study, we thank Leana Allen, Melissa Kellstrom, Jill Farrell, Barbara Scotto, Haisha Thompson and Daniel Twombly. Finally, we thank Charles Wellford for important financial and institutional support. All errors remain our own.

This work represents the result of a true collaboration between the two authors. Almost by definition, the help of many people is needed to conduct an evaluation of this nature. For their assistance in the design of the evaluation, we thank Paulette Robinson, Ellen Borkowski, Sharon Roushdy, David Consiglio, Jim Greenberg, Marcia V. Fallon, Ian Kellems, David Lay, Don Berkowitz and Taifa Hibbert. For assisting with the implementation of the study, we thank Leana Allen, Melissa Kellstrom, Jill Farrell, Barbara Scotto, Haisha Thompson and Daniel Twombly. Finally, we thank Charles Wellford for important financial and institutional support. All errors remain our own.

Notes

This work represents the result of a true collaboration between the two authors. Almost by definition, the help of many people is needed to conduct an evaluation of this nature. For their assistance in the design of the evaluation, we thank Paulette Robinson, Ellen Borkowski, Sharon Roushdy, David Consiglio, Jim Greenberg, Marcia V. Fallon, Ian Kellems, David Lay, Don Berkowitz and Taifa Hibbert. For assisting with the implementation of the study, we thank Leana Allen, Melissa Kellstrom, Jill Farrell, Barbara Scotto, Haisha Thompson and Daniel Twombly. Finally, we thank Charles Wellford for important financial and institutional support. All errors remain our own.