TEACHING EXPERIMENTS FOR A COURSE IN INTRODUCTORY STATISTICS

Appreciation of college students on the statistical science relies to a large extent on how the introductory course is managed. Two groups of students (undergraduate statistics majors and non-statistics majors) were exposed to teaching an introductory course. Within each group, half is exposed to fun games intended as enrichment activities, the other half served as the control. Grades after one semester were analyzed and treatment effect is computed through Heckmans’ Selection Model. While the treatment (games) is beneficial for the non-statistics majors, it is disadvantageous for the statistics majors. For students with inherent interest in statistics, the introductory course will only require a clear presentation of concepts that will help them appreciate the discipline. However, the non-statistics majors or those with negative perception on statistics, fun activities like games can help conceal their dislike for statistical science and help improve the eventual outcomes in the course.