2012
DOI: 10.52041/serj.v11i1.340
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Retention of Statistical Concepts in a Preliminary Randomization-Based Introductory Statistics Curriculum

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 … Show more

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Cited by 30 publications
(20 citation statements)
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“…To perform this, the teacher must be familiar with the Chi-square distribution and understand its properties. He could start with simulation applets to visualize how this distribution behaves by varying its parameter since, according to various research [42][43][44], technological resources help students and teachers to interact with statistical notions, which favors their comprehension. PT21 made the statistical hypotheses and calculated the Chi-square statistic.…”
Section: Practices Associated With Activitymentioning
confidence: 99%
“…To perform this, the teacher must be familiar with the Chi-square distribution and understand its properties. He could start with simulation applets to visualize how this distribution behaves by varying its parameter since, according to various research [42][43][44], technological resources help students and teachers to interact with statistical notions, which favors their comprehension. PT21 made the statistical hypotheses and calculated the Chi-square statistic.…”
Section: Practices Associated With Activitymentioning
confidence: 99%
“…For more than a decade Stat 101 has had a generally accepted consensus curriculum focused on the normal distribution and its derivatives, such as the t-distribution, for conducting statistical inference (Malone, Gabrosek, Curtiss, & Race, 2010;Scheaffer, 1997). Students at two institutions (both small, Midwestern liberal arts colleges) used textbooks following a consensus curriculum in 2007 and spring 2011 before switching to SBI see (N. L. Tintle et al, 2014;N. Tintle et al, 2012N.…”
Section: Consensus Curriculum (Consensus)mentioning
confidence: 99%
“…Notably, student profiles were similar before and after the switch to the early-SBI curriculum, and a subset of instructors were similar before and after the switch. See other manuscripts for a full description of the early version of this curriculum, its implementation and other student and instructor details (N. L. Tintle et al, 2013;N. Tintle et al, 2012N.…”
Section: Early Simulation-based Inference Curriculum (Early-sbi)mentioning
confidence: 99%
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“…Recent years have seen a great deal of innovation in how we teach statistics as we strive to overcome what Cobb (2007) termed "the tyranny of the computable." Most notably, simulation-based pedagogies for the first course have been proposed and validated (Cobb 2007, Tintle et al 2011, 2012, Maurer & Lock 2014, Tintle et al 2014, Hildreth et al 2018).…”
Section: Introductionmentioning
confidence: 99%