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Open Access Publications from the University of California

Using Twitter to Energize the Introductory Statistics Class


In an effort to increase student learning in the introductory statistics class and simultaneously cater to their social media personas, an innovative pedagogical approach was developed using the social media platform Twitter. Our approach took advantage of over two decades’ worth of research findings regarding the established and successful pedagogical innovations in the teaching of statistics. By deploying a planned multi-tier approach that rests heavily on active learning strategies, we observed favorable outcomes from student learning, including active class participation, enhanced engagement and enjoyment, application of statistics concepts to everyday life, and aspects of improvement in statistical literacy, reasoning and thinking skills. This innovation used a combination of analytical writing, small group discussions, and Socratic discussion to accomplish these results.

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