Please use this identifier to cite or link to this item:
|Keywords: ||統計學;實務案例;問題導向學習;情意效果;認知效果;Statistics;practical cases;problem-based learning;affective outcome;ognitive outcome|
|Issue Date: ||2019-12-19T12:30:30Z
The applicant of this proposal has more than ten years of experience in teaching Business Statistics. Since the servicing department of the applicant is department of accounting, students majored in accounting. Although Statistics is a compulsory subject, while it is a minor subject and students' learning attitude is quite passive. According to the survey of the applicant, students did not review statistics after normal school hours, and spent an average of 4 to 5 hours on exams in statistics. Many students in ordinary classes did not listen carefully. No matter how the teacher advised or cautioned, students still went their own ways, therefore passive teaching seemed to be unable to improve students motivation to learn. Therefore, passive one-way teaching seems not suitable for students who are not department of statistics undergraduate students. Learning strategies using students as learning centers may be more suitable for non-statistics undergraduate students. Problem-based learning is a student-centered learning strategy that has generally been recognized as an effective teaching strategy in the medical field. The purpose of this study is to explore whether combining practical cases with problem-based learning in learning statistics can enhance the affective and cognitive effects of non-statistics undergraduate students.
|Relation: ||計畫編號：PED107067; 研究期間：201808-201907教育部教學實踐研究計畫|
|Appears in Collections:||[本校出版品] 教育部教學實踐研究計畫成果|
Files in This Item:
All items in NCUEIR are protected by copyright, with all rights reserved.