The Reform Practice of Project-Based Teaching in Probability Theory and Mathematical Statistics Courses

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i1.4966

Yingdong Xie, Yan Guo

Ordos Institute of Technology, Ordos 01700, Inner Mongolia, China

Abstract

Traditional instruction in Probability Theory and Mathematical Statistics (PTMS) often suffers from a disconnect between abstract theory and real-world application, resulting in fragmented knowledge and underdeveloped practical competencies among students. To bridge this gap, this study implements a comprehensive project-based learning (PBL) model. The course was restructured around authentic, industry-relevant projects, with a central case on “Bank Wealth Management Team Performance Evaluation” guiding students through the full cycle of statistical inquiry—from problem definition to data analysis and evidence-based reporting. A quasi-experimental design compared an experimental class (n=42) taught with the PBL model against a control class (n=43) using traditional lecture methods. Results demonstrate that the PBL cohort significantly outperformed their peers in post-test scores (72.6vs.63.4, p<0.001) and showed markedly higher proficiency in justifying methodological choices and applying statistical software. Qualitative feedback further revealed a paradigm shift among students, from viewing statistics as a set of computational procedures to seeing it as a tool for rational decision-making under uncertainty. This paper provides a replicable, system-oriented model for integrating foundational mathematics courses into the engineering education ecosystem.

Keywords

project-based learning; Probability Theory and Mathematical Statistics; curriculum reform; statistical thinking; authentic assessment

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