1. Research Question
Can reading guides help students in introductory statistics make better sense of their textbooks and achieve greater success in the course?
The main aim of this study is to implement a change in the statistics curriculum to promote students to read the textbook.
This study proposes a strategy for creating a course in which students complete guided reading assignments as a prerequisite for in-class work

2. Our Plan Comparison Study
Four Introductory Statistics Classes at BMCC (Fall 2018 & Spring 2019)
Two classes will be taught with “Guided Reading Questions” (treatment group)
Two without “Guided Reading Questions” (control group)
In both the treatment and control groups, students would be assigned a weekly reading from the textbook, usually one or two sections.
In both groups, the assigned reading would take place before the material was to be covered in class. This would free up in-class time to engage students in discussions and active learning much like the flipped classroom structure, whereby students are expected to learn the material outside of class by way of videos or readings.
In addition to the assigned readings, the treatment group would be given a self-regulated mechanism that takes the form of a list of questions called “Guided Reading Questions.” Students would be expected to think about and produce a written response to the “Guided Reading Questions” which would be collected and graded for completion.   

3. Our Plan Quantitative Analysis
Compare assessments (three exams and a final exam) across both groups.
Compare average passing rate across both groups.
Measure correlation between rate of completion of “Guided Reading Questions” and grades on assessments for treatment group.
The assessments would consist of three exams which would take place throughout the semester, and a final exam at the end of the semester.
Student grades in the treatment group and control group will be compared in order to assess the effectiveness of incorporating the guided reading component.
In the treatment group, each students’ completion rate of the “Guided Reading Questions” would be recorded. The PIs will evaluate each student’s achievement, and find the correlation between the completion rate and students’ achievement.   

4. Guided Reading Questions
Encourage active reading.
Direct students’ attention to the major concepts.
Self assess while they read.
Build conceptual understanding of the material.
Prepare for class discussion.
Give them purpose!!! Active reading
Each guided reading assignment is geared towards directing students’ attention to the major concepts within the reading.

5. Guided Reading Questions
Between ten and fifteen questions that ask students to:
Define concepts in their own words.
Describe processes step by step.
Draw from their own experience.
Complete exercises similar to ones in the text.
Reflect on challenging concepts.
The questions may ask students to define new concepts in their own words, describe processes step by step, reflect on the importance of a something, or provide examples of concepts drawing from their own experiences.
Students would also be asked to complete exercises similar to the examples in the text. This reinforces the need to understand what they are reading and gives the student an opportunity to take pause and self-assess by completing a similar exercise to the one in the text.
At the end of each assignment, there would be a question that asks “are there any concepts that you would like more clarification on from this reading?” This question serves two key purposes. It is intended to alert students to the fact that they are expected to have questions on the reading, and is aimed at identifying the areas which the instructor may need to reinforce in class.
The questions will depend on the content….

6. What Guiding Questions Would You Ask?
Text Essentials of Statistics by Mario Triola

7. Questions? Comments?

8. Audrey Nasar Anasar@bmcc.cuny.edu Jae Ki Lee JaeLee@bmcc.cuny.edu
Thank You!
Audrey Nasar
Jae Ki Lee