Developing teaching practice


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

  1. This article examines an exploration activity for introducing the concept of conditional probability to non-mathematics major undergraduate students.
  2. 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.
  3. Because this is a one-time introductory teaching module, this is just the beginning.
  4. Continuous efforts to implement effective teaching interventions for the learning of conditional probability is needed.