Abstract:

Nowadays there exists a wide range of new learning methodologies and resources that are being incorporated into the university teaching-learning process and that mainly seek to improve motivation and increase the active participation of students. One of these most widely accepted learning methodologies in the field of Statistics is that based on problem solving, Problem-Based Learning, since it emphasizes the role of student activity in the construction of knowledge through mathematical formulation, reasoning, validation of ideas and sharing of results. It is characterized by being an active learning method, that is, the learning is student centered. In other words, the teacher becomes a manager of knowledge and resources so to promote significant learning and encourage the participation of students who learn by doing. To achieve this, students must be able to understand the different problems posed in various practical situations, carry out a critical analysis and reflect on the situation, apply the most appropriate statistical techniques using appropriate software (such as R, SPSS or Statgraphics), as well as preparing reports and drawing conclusions on the results obtained. The application of this type of teaching strategies for the learning of Statistics is even more necessary in non-technical degrees, particularly in the field of social sciences, in which students usually have more difficulty in learning Statistical Inference and in software management.

On the other hand, because of the European Space for Higher Education and the increased trend toward the internationalization of universities, the student mobility has intensified in recent years at the University of Jaén. Consequently, bilingual teaching is increasingly being introduced in many of the subjects of the degrees offered at the University of Jaén. Specifically, the Bachelor's degree in Business Administration and Management is taught entirely in English since the 2018/19 academic year. The availability of resources and practice materials in the English language makes it easier for students of bilingual subjects to work autonomously and to acquire specific competences in Statistics.

In relation to the development of specific methodologies to work on competencies and assess their level of acquisition, in this work we present a teaching innovation initiative based on the design and implementation of a bilingual practice model. We aim to improve the acquisition of specific statistical inference competences by students, as well as to promote their active participation in class and, consequently, their academic results. By incorporating it into our teaching practice of Statistical Inference in different degrees and in particular in the Bachelor's degree in Business Administration it is intended to promote the student's significant autonomous learning while stimulating face-to-face classes, which can focus on the practical application of theoretical content.

Keywords:

Competence-based learning, bilingual practice model, specific statistical inference competences.