Effects of guided project-based learning activities on students' attitudes toward statistics in an introductory statistics cours

This research sought to determine if the use of a guided project-based learning instructional approach improved students' attitudes and academic performance in a college-level introductory statistics course at a community college. It also sought to determine if the guided project-based approach improved attitudes and academic performance more than a traditional lecture-based instructional approach. The research used a quasi-experimental Pre-test, Post-test approach. The independent variable was either the use of a guided project-based learning instructional approach or the use of a traditional lecture-based instructional approach. The dependent variables were student attitudes and final course grades. Students' attitudes were measured using the six components of the Survey of Attitudes Toward Statistics (SATS-36). The statistical analysis was conducted using a Multivariate Analysis of Variance (MANOVA) followed by an Analysis of Variance (ANOVA). Significant differences were found in each analysis. Guided project-based learning was shown to improve the components of affect and value in students' attitude toward statistics and academic performance. Students in the guided project-based instructional group (N = 83) performed better academically than students in the traditional lecture-based group (N = 58).