Using Small Groups to Promote Active Learning in the Introductory Statistics Course: A Report from the Field

Abstract

Over several semesters, we changed from the traditional lecture approach to cooperative learning. After some initial difficulty, we found procedures that work in classes of 40 to 100 students. Data consist of final grade distributions, the number of students retained in the class, and responses on a questionnaire that asked students' attitudes towards the group activities. Working in cooperative groups resulted in higher final scores in two experimental sections than in a comparison course section. A higher percentage of students successfully completed the course in the experimental sections, and student attitudes toward the cooperative group experience were positive.