Equitable Statistics Education through Active Learning

This thesis, conducted as part of the Active Learning Change Grant, examines the effectiveness of active learning techniques incorporated in large lecture-format classrooms, with a focus on STAT 2000. In Spring 2024, a survey was administered to all enrolled students to collect data on their classroom experiences and demographic profiles. The study examined whether the test performance of LGBTQIA students varied depending on whether they were in active learning or traditional classroom settings. Specifically, we analyzed students’ cumulative test scores using multiple linear regression, multinomial regression, and linear mixed models. Based on one semester of data, the analysis revealed no statistically significant differences in test outcomes for LGBTQIA students between the two classroom types. Although the result did not indicate a significant difference, these findings contribute to our ongoing efforts to refine inclusive teaching practices and to understand how active learning impacts diverse student populations.