Mixing It Up: The Impact of Resequencing Topics in an Undergraduate Introductory Statistics Course

Abstract

This quasi-experimental, pre-post study with non-equivalent comparison groups explores the potential for resequencing of course content to affect positive change in an undergraduate, introductory statistics course at a mid-sized, flagship university that is located in a southern state. Quantitative analyses suggest that the implementation of resequencing not only expands content coverage, but also improves student success rates, student learning, and student perceptions of the course. These findings, filling a gap in the statistics education literature, point to resequencing as one possible curriculum design that might improve student outcomes and further the future investigation of content sequencing in statistics and related disciplines.

Keywords:

• Sequencing content
• instructional design
• course design
• statistics education
• undergraduate introductory statistics
• attitudes towards statistics

Additional information

Notes on contributors

Samantha Robinson

Samantha Robinson is a clinical assistant professor at the University of Arkansas with degrees in mathematics, statistics, and educational statistics. She is an experienced instructor of introductory statistics at the undergraduate level with a demonstrated history of university teaching and service. She is dedicated to advancing statistics education for students across all disciplines.