| Attitude towards statistics affects the statistical literacy of the public, which is why researchers and instructors must develop ways to make students more engaged in statistics. A variety of in-class exercises designed to affect student attitudes towards a subject involve dyadic learning, including the use of role-play consultant exercises. In the present study, the author investigates the effect of in-class role-play exercises on students' attitude towards statistics. In addition to measuring students' attitude towards statistics, the author also determines the effect of the role-play consultant exercises on final exam scores. The author ascertained that while dyadic learning did not impact attitude towards statistics, participating in the role-play exercises was not only enjoyable for the students but the exercises also increased students' perceived value of statistics to their careers. Implications for further research are also explored. |
