[3I2-OS-45b] OS-45

11:30 AM - 11:45 AM JST(2:30 AM - 2:45 AM UTC)

[3I2-OS-45b-03] The Role of Self-Paced Learning and Interaction in Statistical Practice Courses

〇Kenta Abe^1,2, Masashi Toda² (1. Teikyo University, 2. Kumamoto University)

Keywords:

Personalized System of Instruction,Self-paced learning,Mastery learning,Statistics education,Learner interaction

This study analyzed the relationship between subjective evaluation of teaching methods and academic performance in a course design that incorporated core elements of the Personalized System of Instruction (PSI) into statistical practice exercises. Participants were 111 students from three classes across two universities in Tokyo. Course evaluations covering ten items corresponding to five PSI elements (self-pacing, mastery learning, lectures, web materials, and individual support) and performance data were collected for correlation and multiple regression analyses. The results showed weak associations between each PSI element and performance, with only individual support showing a significant negative relationship with performance in the regression model. At the item level, differences were observed between individual feedback and question handling via the LMS. Qualitative comments indicated that individualized feedback was frequently described as helpful support that facilitated error correction and relearning.