Case study method has been used rather widely in Universities across the world. The literature has also reported widely on the merit of using case study approach (Dunne and Brooks, 2994; Kerber, 2001; Kruntsz&Hessler, 1998 and Lundeberg, 1993). Through the use of real data, and providing real life examples to contextualize textbook concepts, case method approach aims to help students develop skills in concept application through discussing complex real-life examples (Kerber, 2001; Kruntsz&Hessler, 1998). While prevalently used in Business courses (eg. Bruns, 1993; Christensen, 1981; Erkskine et al., 1981 and Shapiro, 1984) it is less often used in other disciplinary courses such as Mathematics or Statistics. Currently, in statistical courses conducted in Singapore, from primary to tertiary education, contrived data using discrete examples (often from textbooks) are used for teaching. Students are expected to sustain their learning and interest through monotonous “building-block” statistical concepts. The teaching activities are also calculation driven without bringing real world meaning and applications into practice. As a result, students are less likely to appreciate the relevance of real world applications in statistical calculations. This paper looks at the possibility of teaching statistics through using authentic and meaningful case examples and approach. The advantage of such an approach is that it is able to develop active learning amongst students which in turn leads to better application of concepts taught (Dunne and Brooks, 2004, Hammond 2002, Richards et al., 1995).
Chia Sook May, SIM University, Singapore
Foo Kum Fong, Ministry of Education, Singapore
Stream: Higher education
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