A Delphi study to determine standards for essential topics and suggested instructional approaches for an introductory non-calculus-based college-level statistics course

Abstract

This study was designed to identify standards for essential statistical topics to be included in an introductory non-calculus-based college-level statistics course and to discern what should be the primary instructional approaches. Other issues of interest included order of presentation of topics and the percent of time devoted to each topic. A Delphi procedure was used as the research tool in this study. A panel, consisting of twenty-nine experts in statistics education, was chosen using a "mini-Delphi" procedure. The Delphi technique consisted of three iterations in which panel members were asked to rank a list of subcategories for inclusion in an introductory statistics course, make suggestions, state their approach preferences, suggest the order of presentation of categories, and recommend the percent of time each category should be allotted. The final consensus list of standards for essential topics consisted of fifty-three subcategories within eleven categories. The categories were ordered for presentation during the semester and the mean percent of time to devote to each category was calculated. The order and percent of time should be considered guidelines and not rules. A final list of suggested instructional approaches was derived. It was concluded that 49% of the time should be data-based, 28% computer-based, 13% probability-based and 10% other approaches such as labs, projects, and case studies. It was concluded that real-world data sets and computers should be extensively utilized. Textbook selection, curriculum, instructional methodology, evaluation, and assessment could be influenced by this study. The consensus list of topics is very significant since the list was determined by a panel of well-known and respected statistics educators and practitioners. There was a 97% response rate for each questionnaire. The list of essential topics could be used in writing a definitive introductory statistics textbook. Emphasis should be on understanding concepts, not on memorizing and working formulae. There should be more cooperative learning and student projects...