Project-Based Statistics Outcomes Pre- and Post-COVID

Valerie Nazzaroa Quantitative Analysis Center, Wesleyan University, Middletown, CT, USACorrespondence[email protected]

Jen Rosea Quantitative Analysis Center, Wesleyan University, Middletown, CT, USA;c Center for Pedagogical Innovation, Wesleyan University, Middletown, CT, USA

Lisa Dierkerb Department of Psychology, Wesleyan University, Middletown, CT, USA

Courtney Merrickd Department of Nutrition and Food Sciences, California State University, Chico, CA, USA

Robin Donatelloe Statistics, California State University, Chico, CA, USA

Abstract

The COVID-19 pandemic altered course delivery in higher education at many universities. This article evaluates the differences between student experiences in the fall 2019 semester (pre-pandemic) and those during the fall 2020 semester (pandemic) within a multidisciplinary, project-based introductory statistics course. Results indicated that there were minimal differences in student experiences of this course based on delivery mode (in person vs. online).

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Project-Based Statistics Outcomes Pre- and Post-COVID

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Project-Based Statistics Outcomes Pre- and Post-COVID

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