Introducing conditional probability using the Monty Hall problem

Ricela Feliciano-Semidei, Ke Wu, Rachel M. Chaphalkar

Research output: Contribution to journalArticlepeer-review

Abstract

This study developed a teaching module that incorporated the Monty Hall problem to introduce conditional probability in a college introductory statistics course. This teaching module integrated a guess – experiment – discussion approach with game-based instruction. The researchers piloted this module and made modifications. The work of 20 non-mathematics major undergraduate students was examined for changes in their perceptions about conditional probability through a pre-and-post survey design. The Structure of the Observed Learning Outcome (SOLO) taxonomy was used for data analysis to show the quality of the student work. Findings suggest that most students’ perceptions were at higher levels after the teaching module. Practitioner Notes Please write practitioner notes in format requrested This article examines an exploration activity for introducing the concept of conditional probability to non-mathematics major undergraduate students. Through a guess-experiment-discussion framework integrated with game-based instruction, 75% of the student demonstrated positive changes in perceiving conditional probability after this teaching module. Because this is a one-time introductory teaching module, this is just the beginning. Continuous efforts to implement effective teaching interventions for the learning of conditional probability is needed.

Original languageEnglish
Article number07
Pages (from-to)93-109
Number of pages17
JournalJournal of University Teaching and Learning Practice
Volume19
Issue number2
DOIs
StatePublished - 2022

Keywords

  • Game-based teaching model
  • Introduction to probability
  • Simulation
  • Statistics education

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