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Showing content from https://github.com/coursekata/data below:

coursekata/data: Publicly available CourseKata datasets for demonstrations

Publicly available CourseKata datasets for demonstrations.

More resources (codebooks, documentation, scripts, information about variables, etc.) can be found at research.coursekata.org.

If you'd like to publish or present research using this data, please review and sign our CourseKata Data Use Agreement for Researchers.

Publicly available CourseKata data from college courses that used a CourseKata textbook (ABC or ABCD) in 2023.

• 1625 unique students from 48 classes in 11 institutions of higher education (28 of those unique students are in more than one class)
• Took a college course in 2023 that used one of the CourseKata statistics and data science textbooks

In this publicly available repo, we have relatively raw files that we typically provide to CourseKata researchers:

• classes.Rdata
• responses.Rdata
• media_views.Rdata
• page_views.Rdata

However, we have also have two additional files similar to the files provided to the ASA DataFest in 2024:

• checkpoints_eoc.Rdata
• checkpoints_pulse.Rdata

We have also provided data files that provide page- and chapter-level summary data for each student. A student is defined as a unique student_id+class_id combination thus if a student was in multiple courses that used CourseKata materials, they are treated as different students.

All scripts used to process the raw data files into the page- and chapter-level data are provided in the scripts folder.

All CourseKata data are anonymized but this public version is anonymized even further in that:

• open responses or short text responses have been removed from responses.Rdata (replaced with NA)
• removed coding responses have been removed from responses.Rdata (replaced with NA)

If you would like these written responses to analyze for research purposes, please contact us and become part of our CourseKata Research network.

If you found this data helpful, we would love to hear from you. CourseKata is a non-profit project funded primarily by philanthropy. We provide all of our data free to researchers, but expect to be credited as the source of the data in any resulting research reports and conference presentations. This could be done in the methods or introduction section of a report, or wherever the data are described.

In addition, researchers using CourseKata data agree to send copies of all reports, conference presentations, and publications to CourseKata at info@coursekata.org.

Participants used an online interactive statistics and data science textbook developed by CourseKata (https://coursekata.org; Son & Stigler, 2017-2022). [update 2022 to current year]

The version of the textbook used in this study has twelve chapters and covers material typically covered in an introductory statistics course (https://coursekata.org; Son & Stigler, 2017-2024).

The book emphasizes the concept of statistical modeling as a means of making the content more coherent for students and instructors (Son et al., 2021), and is based on a pedagogical approach referred to as practicing connections (Fries et al., 2021).

The CourseKata materials were developed as part of a larger project (the Better Book project) that is exploring new ways of using research to improve teaching, learning, and curriculum development (Stigler et al. 2020).

All data presented here were collected and shared with the authors by CourseKata (https://coursekata.org).

• Fries, L., Son, J. Y., Givvin, K. B., & Stigler, J. W. (2021). Practicing connections: A framework to guide instructional design for developing understanding in complex domains. Educational Psychology Review, 33(2), 739-762.
• Son, J.Y. & Stigler, J.W. (2017-2024). Statistics and data science: A modeling approach. Los Angeles: CourseKata, https://coursekata.org/preview/default/program. Currently available in 7 versions.
• Son, J. Y., Blake, A. B., Fries, L., & Stigler, J. W. (2021). Modeling first: Applying learning science to the teaching of introductory statistics. Journal of Statistics and Data Science Education, 29(1), 4-21.
• Stigler, J. W., Son, J. Y., Givvin, K. B., Blake, A. B., Fries, L., Shaw, S. T., & Tucker, M. C. (2020). The Better Book approach for education research and development. Teachers College Record, 122(9), 1-32.

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