Abstract
Economics students often view statistics as difficult, principally because of the high level demands for confidence and skill in dealing with statistical concepts, reasoning and manipulation. To assist students to meet the cognitive demands of the statistics subject, Quantitative Methods, a project was conducted in the Department of Economics at the University of Melbourne which introduced a collaborative problem-solving approach to learning in tutorials. This chapter reports the fiindings of a detailed evaluation of the impact of this innovation on student learning and attitudes. The results show a striking improvement in student examination results. We offer an explanation for this outcome, based on surveys of student responses to the initiative and a consideration of the theory.
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© 1999 Springer Science+Business Media Dordrecht
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Johnston, C., Olekalns, N., James, R., Wilkins, N. (1999). Collaborative Problem Solving in Tutorials for Improving Student Learning in a Statistics Subject: An Evaluation Report. In: Hommes, J., Keizer, P.K., Pettigrew, M., Troy, J. (eds) Educational Innovation in Economics and Business IV. Educational Innovation in Economics and Business, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9181-2_9
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DOI: https://doi.org/10.1007/978-94-015-9181-2_9
Publisher Name: Springer, Dordrecht
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