A Strategy to Enhance Student Learning in Biostatistics

Abstract

Biostatistics is an introductory statistics course within the GMU Biology Program. Students enrolled in the course possess varied mathematical skills. As such, many students find the course challenging. Undergraduate Learning Assistants (LAs) are students who excelled in the course. They aid students in the learning process by holding weekly peer-peer tutoring, constructing reviews before exams, and facilitating student-centered review sessions (Orals). Orals encourage students to rely on their own logical thinking skills. During Orals, students work problems in small groups that are generated by a course instructor. Rich discussions about core concepts develop and peer-teaching occurs. When students explain topics to their peers, they make an introspective analysis of their own learning and identify gaps in their knowledge. Preliminary results indicate that students who participate in Orals outperform those who do not. We believe this is because students who attend Orals address material in small groups and have the opportunity to confront misconceptions with an LA present. If evidence continues to support the notion that orals improve student performance, our method could be used in biostatistics courses at other universities. Furthermore, our method could be modified for other STEM courses, thus leading to an increased retention of STEM majors.