Wednesday, Aug 6: 3:20 PM - 3:35 PM
1603
Contributed Papers
Music City Center
A collaboration between two Historically Black Universities (HBCU) was developed to improve performance in biostatistics, interest in STEM careers, and perceptions of STEM disciplines. A novel flipped classroom approach was designed. The approach incorporated videos with demonstrations for completing analyses, authentic data analysis practice, in-person small group discussions, and course-associated projects. We examined the outcomes for two cohorts (cohort 1 n = 77; cohort 2 n = 60). Further, we examined if there were differences between cohorts on key outcomes. Pre- and post-test outcomes were collected for biostatistics knowledge, career interest in STEM fields, and perceptions of STEM disciplines. Overall, there was a non-significant difference in biostatistics knowledge, F(1, 51) = 0.47, p = .495. However, a cohort effect was observed, F(1, 50) = 11.37, p = .001, where cohort 1 had an increase in scores, p = .077, Cohen's d = 2.67, and cohort 2 had a decrease in scores, p = .049, d = -1.92. There were changes in perceived STEM career support, interest, and importance, F(3, 50) = 476.19, p < .001, Wilk's Λ = .01. Both cohorts' ratings increased for career support,
Flipped Classroom
Innovative Research Project
Biostatistics
SAS
Main Sponsor
Section on Statistics and Data Science Education