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Latest update: November 5, 2000.
jeannecurran@habermas.org.

This Multiple Interpretation Practice is based on an article in the Journal of Statistics Education v.6, n.3 (1998), "Using Cooperative Learning in a Large Introductory Statistics Class," by Rhonda C. Magel, North Dakota State University.

Click on any of the linked numbers or letters to see jeanne's lecture notes on that answer.

1. Approximately what percentage of the grade in "Using Cooperative Learning in a Large Introductory Statistics Class" depends on cooperative learning?

   1. 20%

   2. 80%

      "27 Three exams are given in my class during the course of one semester. Eighty percent of a student's grade comes from these exams."

   3. 50%

   4. The whole grade is based on cooperative learning.

   5. None of the actual grade is based on cooperative learning.

2. Did statistics students at Iowa learn better because of cooperative learning?

   Caution with the word "because. Look at Magel's wording in her conclusion:

   "35 Preliminary findings based on comparing exam scores from this spring semester's class with the class from the previous spring semester indicate that there was a significant increase on the average exam score when cooperative learning exercises were used. A smaller percentage of students also scored below 70. There were too many other factors involved to claim that cooperative learning exercises were responsible for this, but these findings merit further investigation."

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