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Journal of College Science Teaching Volume 53, 2024 - Issue 1
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Special Column–Remote Learning–Strategies in Response to the COVID-19 Pandemic

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
Pages 16-23 | Received 07 Oct 2022, Accepted 14 Dec 2022, Published online: 30 Jan 2024
 
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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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