Effects of a didactic intervention based on sport data for teaching statistics
DOI:
https://doi.org/10.47197/retos.v82.119242Keywords:
Didactic intervention, sports data, statisticsAbstract
Introduction: The teaching of Statistics in higher education faces challenges associated with traditional, decontextualized instructional approaches. Therefore, incorporating innovative didactic strategies grounded in real-world contexts may represent an effective alternative to enhance motivation and promote meaningful learning.
Objective: To evaluate the effectiveness of a didactic intervention based on the use of sports data for teaching statistics in students of Physical Activity and Sports Pedagogy.
Methodology: A quasi-experimental design with non-equivalent groups (pretest/posttest) was applied. The experimental group received a 16-week intervention based on sports data, involving university students in Physical Activity and Sports Pedagogy (n = 180), while the control group received traditional instruction.
Results: Only the experimental group showed significant improvements across all analyzed dimensions (p < .05), with moderate to large effect sizes. Substantial gains were observed in statistical knowledge, including conceptual understanding, interpretation, application, and inference. Attitudes toward statistics improved significantly, reflected in higher interest, perceived value, and competence. Academic engagement increased notably in vigor, dedication, and absorption. Regarding applicability, a greater transfer of learning to the professional context was perceived. Finally, significant progress was observed in statistical reasoning and practical performance.
Conclusions: The teaching of statistics constitutes an effective didactic strategy when data are contextualized, aligning with contemporary educational approaches.
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