Mastering introductory statistics: experiences and outcomes for a public service cohort learning introductory statistics

Abstract

A unique combination of circumstances culminated in late 2015 in thirty Public Service employees learning introductory statistics as part of a graduate degree at the University of Canberra. Those unique circumstances were (1) a cohort of graduates (2) employed in a single Australian Public Service agency (3) studying introductory statistics in a graduate degree (4) using a Mastery learning model. This model involves assessment of small quantities of material, with a high (80%) pass mark set, but multiple attempts allowed in order to achieve a pass. We will describe the history and rationale of the Mastery approach to learning in general, and give details of the circumstances that gave rise to this unique course. We will also look at the quantitative and qualitative experiences of the students learning statistics in this way. Finally, we will offer suggestions for those planning to teach introductory statistics using Mastery learning, based on our experiences.