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ERIC Number: EJ1138701
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: EISSN-1069-1898
Assessing Effectiveness of Mnemonics for Tertiary Students in a Hybrid Introductory Statistics Course
Mocko, Megan; Lesser, Lawrence M.; Wagler, Amy E.; Francis, Wendy S.
Journal of Statistics Education, v25 n1 p2-11 2017
Mnemonics (memory aids) are often viewed as useful in helping students recall information, and thereby possibly reducing stress and freeing up more cognitive resources for higher-order thinking. However, there has been little research on statistics mnemonics, especially for large classes. This article reports on the results of a study conducted during two consecutive fall semesters at a large U.S. university. In 2014, a large sample (n = 1,487) of college students were asked about the usefulness of a set of 19 published statistics mnemonics presented in class, and in 2015, the students (n = 1,468) were presented 12 mnemonics related to inference and then asked whether or not they used mnemonics on that exam. This article discusses how students assess the usefulness of mnemonics and evaluates the relationship between using mnemonics and reducing anxiety. Additionally, the relationship between mnemonic usage and learning outcomes achievement will be discussed, along with this study's limitations and implications for teaching.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A