Introductory Statistics Course Tertiary Students’ Understanding of P-Values

Abstract

This study aimed to gain knowledge of students’ beliefs and difficulties in understanding p-values, and to use this knowledge to develop improved teaching programs. This study took place over four consecutive teaching semesters of a one-semester tertiary statistics unit. The study was cyclical, in that the results of each semester were used to inform the instructional design for the following semester. Over the semesters, the following instructional techniques were introduced: computer simulation, the introduction of hypothetical probabilistic reasoning using a familiar context, and the use of alternative representations. The students were also encouraged to write about their work. As the interventions progressed, a higher proportion of students successfully defined and used p-values in Null Hypothesis Testing procedures. First published May 2014 at Statistics Education Research Journal Archives

Assessing the Effectiveness of Using Simulation-Based Inference Curriculum at the High School Level

“…In the years following the development of the simulation-based curricular materials, there has been statistical evidence of the effectiveness of the simulation-based inference approach (e.g., Tintle et al 2011, Tintle et al 2012Budgett and Wild 2014;Pfaankuch and Budgett 2014;Reaburn 2014;Zieffler et al 2014;Maurer and Lock 2015;Chance, Wong, and Tintle 2016;Chance et al 2018;Tintle at al. 2018a), especially for lower performing students (Tintle et al 2014;VanderStoep et al 2018), with regard to aspects such as improved conceptual understanding and retention.…”

Student Performance in Curricula Centered on Simulation-Based Inference

“…Beckman et al (2017) saw improved cognitive transfer outcomes when comparing a simulation-based curriculum to a traditional approach. Pfannkuch and Budgett (2014) found that visual inference tools using bootstrapping and randomization tests facilitated the development of statistical inferential concepts, while Lane-Getaz (2017) and Reaburn (2014) found students better able to define and use p-values in a course using simulations. Three papers examining outcomes from the Introduction to Statistical Investigations (ISI) curriculum (Chance & McGaughey, 2014;Tintle et al, 2011Tintle et al, , 2012 have found similar or improved pre-to post-course outcomes when using SBI curricula compared to prior consensus curricula (e.g., Advanced Placement Statistics; Roberts et al, 1999).…”