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Introductory Statistics Textbooks: The Core Concepts Plus Approach

Introductory Statistics Textbooks: The Core Concepts Plus Approach. D1 : Tighten the connection between lower- and upper-level courses. D2: Preserve professor-specific control over textbook content and structure. D3: Save students money. D4: Improve student learning experiences and outcomes.

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Introductory Statistics Textbooks: The Core Concepts Plus Approach

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  1. Introductory Statistics Textbooks: The Core Concepts Plus Approach D1: Tighten the connection between lower- and upper-level courses. D2: Preserve professor-specific control over textbook content and structure. D3: Save students money. D4: Improve student learning experiences and outcomes. D5: Create a disseminable textbook creation paradigm for other colleges and universities.

  2. Information Systems Upper-Level Students Marketing Accounting CCP-Text Sections: Professor 1 Supply Chain CCP-Text Sections: Professor 2 PI Finance CCP-Text Sections: Professor 3 Human Resources CCP-Text Sections: Professor 4 IBES CCP-Texts

  3. D1: Vertical Integration • IBES feeds business majors • 10 non-Econ Business faculty in CCP project: • Write questions + solutions (20 each) • Edit sections of CCP text • Faculty interact with business community • Professional development among faculty participants • Upper-level business and economics students enlisted too

  4. D2: Professor-Specific Control • Professors care about text organization and content, but often cover the same core concepts – the intersection (85-95%) • Informal observation that professors seem to form opinions about a text based on how a small number of selected topics are treated • Our core had been established via prior AACSB pressures • Professor-specific sections • Professor-specific organization, notation, glossary, etc.

  5. D3: Savings Students Money • GAO (2005) concludes textbook costs to be about 26% of tuition and fees • IBES texts are pricey • Options and obstacles: • International editions • Edition frequency • Buy back options • CCP? • Free pdf • Toner + paper hard copy in university copy center ($15-ish) – no $ to CCP team. • Total grant award made up in six semesters of use.

  6. D4: Student Feedback • What are the biggest strengths of having and using CCP-texts? • Cost (48%); • Easy to access (23%); • Able to search them (16%); • Less weight to carry (9%); • Other (4%). • What are the biggest challenges of having and using CCP-texts? • Reading from a computer screen (38%); • Need a computer to access (26%); • None (15%); • Can’t highlight/write notes in book (8%); • Getting used to it (6%); • Distractions when on the computer (3%); • Other (4%).

  7. D4: More Student Feedback • Do you like the idea of CCP-texts? • Yes (97%); No (3%) • Do you think using CCP-texts in school would save money? • Yes (98%); No (2%). • CCP-texts are as good as print books. • Strongly Agree (53%); • Agree (34%); • Disagree (8%); • Strongly Disagree (3%). • The bookstore should provide book titles in both print and e-text format. • Strongly Agree (53%); • Agree (39%); • Disagree (4%); • Strongly Disagree (1%).

  8. D4: Student Learning Assessment • Q1: How do aggregate pre- and post-test results from semesters prior to the e-text compare to aggregate pre- and post-results from semesters when the CCP-texts were used? • Q2: Do students taught by the same professor across different semesters learn more when using the CCP-texts versus a traditional textbook?

  9. D4: Student Assessment Results • SummaryAnswer to Q1: The differences (improvement) between pre- and post-test scores between years where the e-text was used and when it was not used were compared. In all of these comparisons, the amount of improvement was statistically significantly higher during the semesters where the CCP-texts were used. • SummaryAnswer to Q2: Only two of the professors had section-level pre- and post-test results from before and after implementing the CCP-texts. For one of these professors, assessment results were not statistically different (t = 0.51); for the other professor the assessment results were statistically significantly higher (t = 3.42) when using the CCP-text.

  10. D5: Dissemination • Already being replicated in math department • Other universities using it • Large enrollment lower-level courses with relatively constant core material • Courses concerning current events may not be good choices

  11. Conclusions • Bring together best aspects of e-texts and traditional texts – bridge them • CCP project has more than paid for itself • Good learning outcomes • More vertical integration from IBES into business majors • Happy professors – preserve professor-specific control, order, notation, etc. • Happy students – low/no cost, hard copy and e-text versions available and equally useable, student can keep textbook

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