Retention of Statistical Concepts in a Preliminary Randomization-Based Introductory Statistics Curriculum


Authors: 
Nathan Tintle, Kylie Topliff, Jill VanderStoep, Vicki-Lynn Holmes, and Todd Swanson
Year: 
2012
URL: 
http://iase-web.org/documents/SERJ/SERJ11(1)_Tintle.pdf
Abstract: 

Previous research suggests that a randomization-based introductory statistics course may improve student learning compared to the consensus curriculum. However, it is unclear whether these gains are retained by students post-course. We compared the conceptual understanding of a cohort of students who took a randomization-based curriculum (n = 76) to a cohort of students who used the consensus curriculum (n = 79). Overall, students taking the randomization-based curriculum showed higher conceptual retention in areas emphasized in the curriculum, with no significant decrease in conceptual retention in other areas. This study provides additional support for the use of randomization-methods in teaching introductory statistics courses.

The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education