From Data Collection to Critical Thinking: Enhancing Statistical Education Through Project-based Learning

This paper presents a case study where undergraduate non-STEM students, enrolled in a Quantitative Reasoning course, were exposed to a project-based learning (PBL) environment to investigate the pressing issue of sweatshops and labor exploitation in the fashion and apparel industry. The value of the project lies in the students’ independent approach to problem solving, as they moved beyond statistical concepts and calculations to address a broader issue that they care about. As students navigated through the different stages of the project, including data collection from two apparel stores to data cleaning, analysis, and communication, the students demonstrated decision-making and advanced critical thinking at multiple levels. While some readers may point out concerns about calculation accuracy or overgeneralization, the real success of the PBL approach lies in the deep understanding students gained of the complex economic and social issues within the global fashion industry through their active exploration.