By Abra Brisbin (University of Wisconsin-Eau Claire)
Abstract
Students in introductory statistics often struggle with the higher-order thinking task of choosing appropriate hypothesis tests. Reading worked examples has been shown to improve students’ long-term retention (van Gog et al., Cog Sci 2012; Brisbin et al., JSE 2019), and is particularly beneficial during students’ early contact with material (Kalyuga et al., J Ed Psych 2001). We investigated a related strategy: watching video worked examples. Students from two sections of non-calculus-based introductory statistics attended a 15-minute lecture on choosing hypothesis tests. Then half of each section was randomly assigned to watch video examples; the other half solved practice problems. The next day, their roles reversed. Students who watched video examples first had better performance on homework assignments throughout the rest of the semester. This suggests that video examples, like written examples, improve long-term retention when used during students’ first contact with material. We’ll also share our playlist of video examples.