1. Redesign of OPRE 202: Statistical Data Analysis
By Gisela Bardossy, Ph.D.
Assistant Professor of Decision Science, Merrick School of Business

2. Outline
Course background: Second course in statistics, mainly inferential statistics, Excel is the main tool
Main concern: High DFW Rate ~30%
Exploration of students’ records: Understand students at risk
Fall 2017 Initiatives
Spring 2018 Updates

3. 5 Years in OPRE 202 Number of Students 2564 Day 40.29% 1033 Evening
21.88%
561
Online
37.83%
970
Number of Sessions 65
38.46% 25
20.00% 13
41.54% 27
Number of Faculty 14
Average Number of Sessions per Faculty
4.64
Min 1
Max 9
Mode 4

4. High DFW Rate
31.36%
Drops with out a W

5. DFW Rate ~30%
24%
32%
40%
26%
35%
28%
31%

6. Freshmen have the highest W
Worst 64%
Best
28%

7. Part-time students show highest DFW rate
36%
31%

8. Low GPA students
100%
72%
46%

9. Time of Enrollment in the Class

10. Findings: 14 different instructors in the last 5 years
The DFW rate (which also includes students that drop without a grade) seems persistent over time at around 30%.
DFW rate is worst among students with less than 30 credits (freshmen), 65%.
Students enrolled in 13 credits or less also have the highest rate of DFW.
72% of students with low GPA (under 2) drop or fail the course while 46% of students do with GPA below 2.49.
The DFW rate does not change across time of enrollment but the rate of F increases for students that add one week or after the start.

11. Who struggles in the course?
Freshmen
Part-time students
Low GPA students

12. Fall 2017 - Initiatives Course content: Student support:
Streamline content.
More time spent on foundation (review concepts from basic statistics)
Student support:
Course preparation workshops
Early Alert system
Weekly SI sessions: student lead work sessions
MyStatLab for Homework Sets
Four in-class exams
Semester long projects with partial submissions: data collection, analysis, report and presentation

13. Fall Results
No data yet from Records
~ 16% DFW for one section

14. Spring 2018 - Update Course content: Student support:
Streamline content.
More time spent on foundation (review concepts from basic statistics)
Student support:
Course preparation workshops
Early Alert system
Weekly SI sessions: student lead work sessions
MyStatLab for Homework Sets
Four in-class exams Weekly short quizzes + Midterm & Final Exam
Semester long projects with partial submissions: data collection, analysis, report and presentation

15. Gisela Bardossy mbardossy@ubalt.edu
Thank you!
Gisela Bardossy

16. Semester Long Project Business Idea
Descriptive Statistics: Analyze BNIA (Baltimore Neighborhood Indicator Alliance) to decide a location for your business
One sample hypothesis test: Pose a business decision question that you could address using one-sample hypothesis testing.
Multiple sample hypothesis test: Pose a business decision question for multiple sample hypothesis testing.
Regression Analysis: Develop a regression model relevant for your business.