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# Successful Statistics Course Redesign

This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.

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### Successful Statistics Course Redesign

1. 1. Dr. Nimet Alpay & Dr. Natalya Koehler. Successful Redesign of Online Statistical Concepts Course: Improved Student Retention, Performance, and Satisfaction with the Course.
2. 2. THE NEED
3. 3. College Graduation 1 According to the 2011 report from Complete College America Part-time students have a 24.3% chance of graduating with a 4-year bachelor’s degree within 8 years and adult students are far less likely to complete their degrees than their traditional peers.1
4. 4. Student Population Statistics of Undergraduate Population Attending Franklin University Category Percentage/Years Average Age 33.27 years Race Caucasians – 66.7% African Americans – 21.6% Others – 11.7% Student Status Full time – 33.6% Part time – 66.4% Non-traditional – 80% Financial Aid Recipients 70% Gender Males – 43.5% Females – 56.5%
5. 5. MATH 215 Student Population Gateway Course General Education Course FF and online formats Pre-requisite Levels of students’ motivation (the course serves as a pre-requisite or not)
6. 6. MATH 215 Course Pre-requisites • Learning Strategies • Introduction to Excel Spreadsheets • Intermediate Algebra or Introduction to Quantitative Reasoning (new course)
7. 7. Student Performance and Attrition in Fall 2013
8. 8. Redesign Goals To increase Student Retention Performance Graduation Rates Instructional Support for Online Learners
9. 9. Topics Coverage Based on ODHE Requirements Below are the course topics based on ODHE requirements for MATH 215: • sampling techniques • data types • experiments • measures of central tendency • measures of dispersion • graphical displays of data • basic probability concepts • binomial and normal probability distributions • sampling distributions and Central Limit Theorem • confidence intervals • hypothesis tests of a mean, or a proportion for one or two populations • hypothesis tests for qualitative data • linear regression Topics that are excluded from the old course based on ODHE requirements: • ANOVA • Regression Analysis
10. 10. THE ANALYSIS BEFORE REDESIGN
11. 11. Data-driven Course Redesign The course redesign was based on the analysis of: Student course evaluation surveys Instructor interviews Program and department chair interviews Student use of optional student academic support services Data about student performance and attrition
12. 12. Factors Impacting Student Retention at the Course Level Effective Instruction Effective Course Design Student Retention
13. 13. We Identified Need for Systematic Instruction (Fall 2013) Class 1 – High Attrition Rate (44%) 1. “Professor X seemed to genuinely want me to succeed.“ 1. “I feel that this course was extremely demanding. Between the homework, quizzes, group assignments, and test, it felt nearly impossible for someone who isn’t strong in math (like myself) to keep up”. Class 2 – Low Attrition Rate (16%) 1. “He did an excellent job.” 2. Professor X was great, he always took the time to talk to all of us provided several examples that related the information to everyone. 1. I thought the program worked very well with my learning style. • The instructor was helpful in providing “just in time” help. • Students find the course very difficult. • The instructor provided systematic instruction. • Students do not have negative comments about the course.
14. 14. Student Course Evaluation Survey (Fall 2013, old course design)
15. 15. THE REDESIGN
16. 16. The Redesign Elements Weekly Assignment & Assessment types Textbook change Web-based component change Systematic instruction through interactive multimedia lectures
17. 17. Textbook Change Old Textbook • Triola, M. (2014) Elementary Statistics Using the TI-83/84 Plus Calculator (3rd edition). Pearson. New Textbook • Navidi W. & Monk B. (2014). Essential Statistics. (Franklin University Custom Edition). McGraw-Hill “Extremely confusing textbook.” -Rep. Student Comment “Textbook is easy to understand.” -Rep. Student Comment “I liked the book a lot as it broke down the concepts in a clear and concise manner.” -Rep. Student Comment “Content explanations and exercises don’t seem connected to each other” -Rep. Instructor Comment
18. 18. Web-Based Component Change • SmartBook – adaptive learning technology • Connect Math – assignment and assessment platform with integrated media-rich ebook. *Both products are integrated under ConnectMath SmartBook Connect Math
19. 19. Weekly Assignment & Assessment Types
20. 20. Systematic Instruction – Interactive Multimedia Lectures 28 interactive multimedia lectures to help students understand different statistical concepts without frustration. The lectures include the following components: • New information delivery • Includes examples • Includes both visual and auditory information • Information summary • “Check your learning” comprehension question • Multiple choice • Drag and drop • Fill in the blank • Enter answer • Other http://cs.franklin.edu/~ reid21/showcase/story. html Click here to see the demo of multimedia lectures Click on the button to see the demo of multimedia lectures
21. 21. THE RESULTS
22. 22. Data Collection Instruments Attrition & Performance Data Evaluations • Course evaluation • Multimedia evaluation Instructor Feedback • Course design feedback • Multimedia feedback Academic Support Services • Attendance Rates Triangulation
23. 23. Results: D Below Rates & Attrition Rates 35.29% 64.71% Fall 2014 Attrition Rate: 14.31% 36.49% 63.51% MATH 215 Student Performance – Fall 2014 33.93% 66.07% 35% 65% Overall Performance Face-to-face Classes Online Classes
24. 24. Results: Student Performance Rates FALL 13 FALL 14 Total # of Students 335 255 Online Students 221 (66%) 127 (50%) FF Students 114 (34%) 128 (50%) Grade A 12.2% 21.2% Grades: A – C 49.8% 64.3% Grades: D & Below 50.2% 35.6% Attrition Rates 26.11% 14.31%
25. 25. Continuing Effect of Course Redesign FALL 13 FALL 14 WINTER 15 SUMMER 15 FALL 15 Total # of Students 335 255 279 147 236 Online Students 221 (66%) 127 (50%) 170 (61%) 83 (56%) 147 (62%) FF Students 114 (34%) 128 (50%) 109 (39%) 65 (44%) 89 (38%) Grade A 12.2% 21.2% 19.4% 20% 23% Grades: A – C 49.8% 64.3% 66.7% 68% 66% Grades: D & Below 50.2% 35.6% 31.4% 32% 33% Attrition Rates 26.11% 14.31% 11% 13% 17%
26. 26. Course Recommend Rates TERMS Percent Course Recommend Percent Faculty Recommend Fall 13 55.8% 82% Winter 14 57.3% 88% Summer 14 53% 76% Fall 14 71% 88% Winter 15 69% 85% Summer 15 71% 92% Fall 15 77% 88%
27. 27. Results: Course Survey Themes from student comments about effectiveness of the new design of the course over Fall 14 – Sum 15. # The themes from students’ comments (composite responses) -- FALL 2014 Number of users commenting on the theme 1. The course is challenging and overwhelming. 33 2. The course is well designed and can be self-led. 19 4. The educational value of ConnectMath auto-graded learning activities is excellent because it contains examples and guided solutions. 13 4. LearnSmart auto-graded learning activities are redundant. 10 5. Need for additional resources for learning (Student Learning Center). 8
28. 28. Use of Academic Support Services • The number of students who used optional support services in the Fall 2013 – Fall 2015. Types of optional support services Fall 2013 Winter 2014 Summer 2014 Fall 2014 Winter 2015 Summer 2015 Fall 2015 Tutoring Services (OL, FF, W-In) 37.8% * 9.50% 16.00% 12.90% 9.40% 16.20% 8.3% Test Preparation Workshops 22.40% 15.40% 23.00% 13.70% 20.20% 12.20% 17.40% Structural Learning Assistance (SLA) 13.40% 13.20% 21.30% 9.40% 15.20% 14.20% 12.20%
29. 29. Informal Student Feedback via Email -Tina I felt pretty good taking the test and am pleased with my final score! I must say that I am extremely impressed with the way Franklin does this class. I know Statistics is typically a universally feared class, but it hasn’t been too bad so far. -Brandon I enjoyed the class even with all of the work. Near the end, everything has fit together and it all makes sense. I have a better understanding of how this type of math helps businesses. All of the information from this class will help me with my future business. -Dianne