Retention of Statistical Concepts in a Preliminary Randomization-Based Introductory Statistics Curriculum

Authors

Nathan Tintle, Dordt College
Kylie Topliff, Hope College
Jill VanderStoep, Hope College
Vicki-Lynn Holmes, Hope College
Todd Swanson, Hope College

Document Type

Article

Publication Date

5-2012

Publication Source

Statistics Education Research Journal

Volume Number

11

Issue Number

1

First Page

21

Last Page

40

Publisher

International Association for Statistical Education

ISSN

1570-1824

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 areas emphasized in the curriculum, with no significant decrease in conceptual retention in other areas. This study provides additional support for the use of randomization-methods in teaching introductory statistics courses.

Keywords

Statistics education research, Simulation, Permutation tests, Active learning

Recommended Citation

Tintle, Nathan, Kylie Topliff, Jill VanderStoep, Vicki-Lynn Holmes and Todd Swanson. "Retention of Statistical Concepts in a Preliminary Randomization-Based Introductory Statistics Curriculum." Statistics Education Research Journal 11, no. 1 (2012): 21-40.