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ERIC Number: EJ1152518
Record Type: Journal
Publication Date: 2017-May
Pages: 43
Abstractor: As Provided
ISSN: EISSN-1570-1824
Is the P-Value Really Dead? Assessing Inference Learning Outcomes for Social Science Students in an Introductory Statistics Course
Lane-Getaz, Sharon
Statistics Education Research Journal, v16 n1 p357-399 May 2017
In reaction to misuses and misinterpretations of p-values and confidence intervals, a social science journal editor banned p-values from its pages. This study aimed to show that education could address misuse and abuse. This study examines inference-related learning outcomes for social science students in an introductory course supplemented with randomization and simulation content. Learning gains were measured across a suggested taxonomy of inference learning outcomes using the Reasoning about P-values and Statistical Significance (RPASS-10) scale. Three graphical comparisons of students' Pretest and Posttest proportions were encoded by learning gain or loss, an inference learning outcome taxonomy, or if a correct concept or misconception was assessed. What students learned and the difficulties that persisted shape recommendations for teaching and future research.
International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A