通过选择真实数据情境来增强学生对统计学的学习
Engaging students with statistics through choice of real data context on homework
AI总结：
通过让学生选择真实数据情境，可以提高他们对统计学的参与度和兴趣，教育者应考虑使用真实情境、选择学生关心的内容、增加情境多样性，并将选择作为教学工具。
摘要：
统计学教育者推荐使用真实数据进行教学，因为其具有相关的情境，但定义相关性具有挑战性，且因学生而异。我们通过在一所大型公立大学的一门入门概率与统计学课程的两个班级中进行准实验，研究是否提供学生选择数据情境的选择可以提高参与度。两个班级轮流作为处理组和对照组：在处理组中，学生每周从三个类似教师提供的选项中选择家庭作业，这些选项在数据情境上有所不同；在对照组中，学生则随机分配到不同的情境。我们发现处理组和对照组在家庭作业成绩上没有显著差异。然而，主题分析显示，选择情境的学生报告了更高的参与度和动机，对统计学在现实世界中的价值有更深刻的认识，并且感到更有自主权。学生普遍更喜欢与他们的兴趣、经历、日常生活和职业路径相关的情境，尽管个体之间的偏好差异较大。基于这些发现，我们为统计学教育者提供了四个建议：（1）使用具有真实情境的数据；（2）选择学生关心的情境；（3）在不同数据情境中加入多样性；（4）将选择视为一种教学工具。
英文摘要：
Statistics educators recommend teaching with real data with relevant contexts, but defining relevancy is challenging and varies by student. We investigated whether providing student choice of data context increases engagement through a quasi-experiment in two sections of an introductory probability and statistics course at a large public university (n=65 consenting students). Sections alternated as treatment and control: during their treatment, students chose weekly homework from three similar instructor-provided options varying by data context; during control weeks, they received randomly assigned contexts. We found no significant difference in homework grades between treatment and control conditions. However, thematic analysis revealed students with choice reported enhanced engagement and motivation, greater appreciation for statistics' real-world value, and increased autonomy. Students overwhelmingly preferred contexts relevant to their interests, experiences, daily lives, and career paths-though preferences varied considerably across individuals. Based on these findings, we provide four recommendations for statistics educators: (1) use real data with authentic contexts, (2) select contexts students care about, (3) incorporate variety across data contexts, and (4) consider choice as a pedagogical tool.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
