Alcocer Marco, Falabella Leonardo, Lange Alexandra, Smith Nicholas, Feeley Maureen
Department of Political Science, University of California, San Diego, La Jolla, California, United States of Ameirca.
The Center for Peace and Security Studies, University of California, San Diego, La Jolla, California, United States of Ameirca.
PLoS One. 2024 Dec 19;19(12):e0315318. doi: 10.1371/journal.pone.0315318. eCollection 2024.
Despite the importance of data literacy skills for academic and professional careers, learning these skills is a source of stress and difficulty for undergraduate students. This study first introduces an online supplemental instruction resource to support student learning in an introductory data analysis course at a large public university. To evaluate its impact, we conduct a pre-registered double-blind within-subject experiment. Each student is randomly assigned to a subset of the online supplemental instruction modules and takes an exam assessing concepts covered by the course material and supplemented by the modules. Access to the online supplemental instruction modules improves student performance on exam questions, and students who engage with the modules improve exam scores even more. We find no differential impacts based on pre-treatment GPA or underrepresented status, and a post-experiment survey suggests that the online supplemental instruction modules are also well-received by students. This study shows that asynchronous online supplemental instruction resources are a promising way to support student learning in data literacy.
尽管数据素养技能对学术和职业生涯很重要，但学习这些技能对本科生来说是压力和困难的来源。本研究首先介绍了一种在线补充教学资源，以支持一所大型公立大学的数据分析入门课程中的学生学习。为了评估其影响，我们进行了一项预先注册的双盲受试者内实验。每个学生被随机分配到在线补充教学模块的一个子集，并参加一场考试，该考试评估课程材料涵盖并由这些模块补充的概念。使用在线补充教学模块可提高学生在考试问题上的表现，而参与这些模块的学生考试成绩提高得更多。我们发现，根据治疗前的平均绩点或代表性不足的状况没有差异影响，并且一项实验后的调查表明，在线补充教学模块也受到学生的好评。这项研究表明，异步在线补充教学资源是支持数据素养方面学生学习的一种有前景的方式。
