Abstract

Project-based learning is an advanced curricular approach designed to present statistical methods, emphasising their instrumental role across various fields of application. Experience in teaching suggests that engaging students through the project method not only stimulates their interest and motivation but also deepens their understanding of the core methods. Drawing on the educational foundations of Ausubel et al. (1983) and Vygotsky (1987), our focus is on teaching statistics through project-based learning. Argañaraz (1997) aptly captures our approach to using the project method in teaching applied statistics to foster a profound understanding of the methods and the essential steps required for the proper interpretation of statistical results. He asserts that a project is always a privileged opportunity to imbue learning with meaning; in a project, there is always a legitimate purpose. In other words, one does not learn for the sake of learning but to solve, play, excel, or serve... The project method opens the door to meaningful learning.
In 2023, we conducted an experimental workshop at the National University of Luján where academic staff assumed the role of students, following the Statistics curriculum in the Public Accounting Program. The ten participants, acting as students, employed the project method and learning by doing. They sought data that would allow them to explore more comprehensive content and, as a result, constructed databases—a group task that proved to be the most time-consuming. After building the databases, they developed theoretical topics and applied them to variables relevant to their chosen content areas. By pursuing their projects in this manner, they aimed to produce meaningful results that were directly related to their subject matter. Throughout the process, they observed the motivating power of group work and experiential learning, realising the importance of orienting themselves to the necessary methods. While their learning focused on exploring the context and establishing the interconnections between this context and statistical methods, they also recognised that their students would need to learn specific methods and understand them by applying them to similar contexts. It became evident that this approach would fulfil the fundamental requirements of the course syllabus.
The evaluation involved presenting a report based on the developed content, the variables, and the applied techniques, with an emphasis on interpreting the results both theoretically and within context. Through this process, the participants, in their role as students, reinforced the importance of teaching applied statistics using the project method. They concluded that this approach significantly aids students in understanding the relevance of applied statistics and its key aspects within the context of their future professional careers. The participants found this experience highly beneficial and plan to implement it in their own courses moving forward.