Predicting positive outcomes in a project-based introductory statistics course: A study of undergraduate students in West Africa
DOI:
https://doi.org/10.52041/serj.900Keywords:
Statistics education research, Project-based learning, African higher education, Passion-Driven StatisticsAbstract
This study examines the impact of the Passion-Driven Statistics curriculum in an introductory statistics course at a private university in Ghana, West Africa. The curriculum employs a project-based approach, allowing students to develop and investigate their own research questions using large datasets and statistical software. The study evaluates how students' background characteristics, prior academic experiences, and engagement in the course predict positive learning outcomes. Pre- and post-course survey data from 328 students (58.2% women, 41.8% men) were analyzed to assess changes in research skills, confidence, and interest in statistics. Results indicate that engagement with the course and instructional support were strongly associated with gains in thinking and working like a scientist, personal research-related growth, and positive attitudes toward statistical inquiry. While men reported higher confidence in programming at the start of the course, women demonstrated similar levels of engagement and positive post-course outcomes. The findings highlight the potential of project-based statistical education to foster inclusive learning environments and enhance student confidence in data analysis, contributing to broader efforts to improve quantitative education in diverse global settings.
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