How does 'just-in-time' scaffolding of descriptive and inferential statistics within an existing, quarter-long, group poster presentation of survey data impact undergraduate statistics students' ability to apply their learning?

Abstract

The treatment of this project was based on the American Statistical Association's (ASA) GAISE project recommendations on how students best learn statistics. I implemented a student-designed survey and poster project to provide an opportunity for my students to learn by constructing their own knowledge through active involvement and having modeled content and technology concepts and practice. They were assessed on their statistical thinking while doing open-ended investigative project as groups instead of as individuals. They received consistent and helpful feedback on their performance from their peers and through interactions with and judges. And they learned statistics better through using technology to discover conceptual understanding as they analyzed their own data.