Type:
Year:
2015
URL:
http://iase-web.org/documents/SERJ/SERJ14(2)_Aquilonius.pdf
Abstract:
Results from a study of 16 community college students are presented. The research question concerned how students reasoned about p-values. Students' approach to pvalues in hypothesis testing was procedural. Students viewed p-values as something that one compares to alpha values in order to arrive at an answer and did not attach much meaning to p-values as an independent concept. Therefore it is not surprising that students often were puzzled over how to translate their statistical answer to an answer of the question asked in the problem. Some reflections on how instruction in statistical hypothesis testing can be improved are given.
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