Creativity and Depth in Open-Ended Projects

Loading...
Thumbnail Image

Date

2019-05-01

Journal Title

Journal ISSN

Volume Title

Repository Usage Stats

201
views
65
downloads

Abstract

Programming is an essential component of a growing number of introductory statistics courses. Many introductory statistics courses use R to put concepts introduced in the course into practice, and these courses often serve as many students’ first introduction to R and programming. While some faculty choose to teach R using base R syntax, others introduce R using packages from the tidyverse. Although some have strong opinions on how to start with R, the literature on evidence-based comparative studies on learning R with base R compared to the tidyverse syntax is lacking. We analyzed 205 final projects in an introductory statistics course taught between the 2013-2016 academic years, evaluating each project on creativity, depth, and multivariate visualizations. We found that students introduced to R with packages from the tidyverse scored higher, on average, on these metrics. Based on these findings, we created resources designed for future use in introductory statistics instruction.

Description

Provenance

Citation

Citation

Feder, Benjamin (2019). Creativity and Depth in Open-Ended Projects. Honors thesis, Duke University. Retrieved from https://hdl.handle.net/10161/20246.


Dukes student scholarship is made available to the public using a Creative Commons Attribution / Non-commercial / No derivative (CC-BY-NC-ND) license.