Impact of project-based learning in teaching probability and statistics
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Indika Wickramasinghe
[1]
;
Emmanuel Appiah
[1]
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[1] Department of Mathematics, Prairie View A&M University, Prairie View, TX, USA
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 57, Nº. 1, 2026, págs. 135-152
- Idioma: inglés
- DOI: 10.1080/0020739X.2024.2438374
- Enlaces
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Resumen
Project-based learning (PBL) is a dynamic teaching approach that emphasises active student participation in the learning process. This study examines the efficacy of PBL in college-level Probability and Statistics courses. The study was conducted over three sections in the spring 2022 and fall 2022 semesters and compared with four sections in which the traditional teaching process was applied. Based on the experimental outcomes, students exposed to the PBL approach showed significantly improved performance in post-tests and examinations compared to those who experienced the traditional teaching approach. Furthermore, over 90% of students who experienced PBL considered their learning experience good or excellent. Students also appreciated the opportunity to learn Probability and Statistics by implementing projects, which helped them grasp the concepts effectively and improve statistical literacy.
