NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1188905
Record Type: Journal
Publication Date: 2018
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1069-1898
EISSN: N/A
Assessing the Association between Precourse Metrics of Student Preparation and Student Performance in Introductory Statistics: Results from Early Data on Simulation-Based Inference vs. Nonsimulation-Based Inference
Tintle, Nathan; Clark, Jake; Fischer, Karen; Chance, Beth; Cobb, George; Roy, Soma; Swanson, Todd; VanderStoep, Jill
Journal of Statistics Education, v26 n2 p103-109 2018
The recent simulation-based inference (SBI) movement in algebra-based introductory statistics courses (Stat 101) has provided preliminary evidence of improved student conceptual understanding and retention. However, little is known about whether these positive effects are preferentially distributed across types of students entering the course. We consider how two metrics of Stat 101 student preparation (precourse performance on concept inventory and math ACT score) may or may not be associated with end of course student performance on conceptual inventories. Students across all preparation levels tended to show improvement in Stat 101, but more improvement was observed across all student preparation levels in early versions of a SBI course. Furthermore, students' gains tended to be similar regardless of whether students entered the course with more preparation or less. Recent data on a sample of students using a current version of an SBI course showed similar results, though direct comparison with non-SBI students was not possible. Overall, our analysis provides additional evidence that SBI curricula are effective at improving students' conceptual understanding of statistical ideas postcourse regardless student preparation. Further work is needed to better understand nuances of student improvement based on other student demographics, prior coursework as well as instructor and institutional variables.
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
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: DUE1323210