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- W2080122017 abstract "We report a study in which five non-traditional teaching techniques were applied to an introductory statistics course for psychology undergraduates: active and implicit learning, use of breaks, mastery learning, peer tutoring and problem-based learning. Collectively, these techniques improved students' scores in a statistics examination by ten percent compared with a matched control group and this improvement was statistically significant. Students' responses to the new course were positive." @default.
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- W2080122017 date "2002-03-01" @default.
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- W2080122017 title "Does the introduction of Non-Traditional Teaching Techniques Improve Psychology Undergraduates' Performance in Statistics?" @default.
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- W2080122017 doi "https://doi.org/10.2304/plat.2002.2.1.12" @default.
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