The effects and side-effects of statistics education: Psychology students’ (mis-)conceptions of probability

In three studies we looked at two typical misconceptions of probability: the representativeness heuristic, and the equiprobability bias. The literature on statistics education predicts that some typical errors and biases (e.g., the equiprobability bias) increase with education, whereas others decrease. This is in contrast with reasoning theorists’ prediction who propose that education reduces misconceptions in general. They also predict that students with higher cognitive ability and higher need for cognition are less susceptible to biases. In Experiments 1 and 2 we found that the equiprobability bias increased with statistics education, and it was negatively correlated with students’ cognitive abilities. The representativeness heuristic was mostly unaffected by education, and it was also unrelated to cognitive abilities. In Experiment 3 we demonstrated through an instruction manipulation (by asking participants to think logically vs. rely on their intuitions) that the reason for these differences was that these biases originated in different cognitive processes.

National Center For Education Statistics, Education In States And Nations, Indicators Comparing U.S. States With Other Industrialized Countries In 1991

Mode of access: Internet.

Content-based VLE designs improve learning efficiency in constructivist statistics education

Background: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content-based design outperforms the traditional VLE-based design. © 2011 Wessa et al.

What is research in statistics education?

The history and current nature of research in statistics education are outlined and some suggestions for its future direction are made. It is claimed that research in statistics education is a research discipline in its own right.

From data to information : new directions for the National Center for Education Statistics : conference proceedings /

"NCES 96-901."

Evaluating the use of online synchronous communication to enhance learning in statistics

According to social constructivists, learners are active participants in constructing new knowledge in a social process where they interact with others. In these social settings teachers or more knowledgeable peers provide support. This research study investigated the contribution that an online synchronous tutorial makes to support teaching and learning of undergraduate introductory statistics offered by an Australian regional university at a distance. The introductory statistics course which served as a research setting in this study was a requirement of a variety of programs at the University, including psychology, business and science. Often students in these programs perceive this course to be difficult and irrelevant to their programs of study. Negative attitudes and associated anxiety mean that students often struggle with the content. While asynchronous discussion forums have been shown to provide a level of interaction and support, it was anticipated that online synchronous tutorials would offer immediate feedback to move students forward through ―stuck places.‖ At the beginning of the semester the researcher offered distance students in this course the opportunity to participate in a weekly online synchronous tutorial which was an addition to the usual support offered by the teaching team. This tutorial was restricted to 12 volunteers to allow sufficient interaction to occur for each of the participants. The researcher, as participant-observer, conducted the weekly tutorials using the University's interactive online learning platform, Wimba Classroom, whereby participants interacted using audio, text chat and a virtual whiteboard. Prior to the start of semester, participants were surveyed about their previous mathematical experiences, their perceptions of the introductory statistics course and why they wanted to participate in the online tutorial. During the semester, they were regularly asked pertinent research questions related to their personal outcomes from the tutorial sessions. These sessions were recorded using screen capture software and the participants were interviewed about their experiences at the end of the semester. Analysis of these data indicated that the perceived value of online synchronous tutorial lies in the interaction with fellow students and a content expert and with the immediacy of feedback given. The collaborative learning environment offered the support required to maintain motivation, enhance confidence and develop problemsolving skills in these distance students of introductory statistics. Based on these findings a model of online synchronous learning is proposed.

Understanding the quantitative skill base on introductory statistics : a case study from business statistics

Basic mathematical skills are critical to a student’s ability to successfully undertake an introductory statistics course. Yet in business education this vitally important area of mathematics and statistics education is under-researched. The question therefore arises as to what level of mathematical skill a typical business studies student will possess as they enter the tertiary environment, and whether there are any common deficiencies that we can identify with a view to tackling the problem. This paper will focus on a study designed to measure the level of mathematical ability of first year business students. The results provide timely insight into a growing problem faced by many tertiary educators in this field.

R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics

Nolan and Temple Lang argue that “the ability to express statistical computations is an es- sential skill.” A key related capacity is the ability to conduct and present data analysis in a way that another person can understand and replicate. The copy-and-paste workflow that is an artifact of antiquated user-interface design makes reproducibility of statistical analysis more difficult, especially as data become increasingly complex and statistical methods become increasingly sophisticated. R Markdown is a new technology that makes creating fully-reproducible statistical analysis simple and painless. It provides a solution suitable not only for cutting edge research, but also for use in an introductory statistics course. We present experiential and statistical evidence that R Markdown can be used effectively in introductory statistics courses, and discuss its role in the rapidly-changing world of statistical computation.

Research in statistical education — planning of an international survey

As announced in the November 2000 issue of MathStats&OR [1], one of the projects supported by the Maths, Stats & OR Network funds is an international survey of research into pedagogic issues in statistics and OR. I am taking the lead on this and report here on the progress that has been made during the first year. A paper giving some background to the project and describing initial thinking on how it might be implemented was presented at the 53rd session of the International Statistical Institute in Seoul, Korea, in August 2001 in a session on The future of statistics education research [2]. It sounded easy. I considered that I was something of an expert on surveys having lectured on the topic for many years and having helped students and others who were doing surveys, particularly with the design of their questionnaires. Surely all I had to do was to draft a few questions, send them electronically to colleagues in statistical education who would be only to happy to respond, and summarise their responses? I should have learnt from my experience of advising all those students who thought that doing a survey was easy and to whom I had to explain that their ideas were too ambitious. There are several inter-related stages in survey research and it is important to think about these before rushing into the collection of data. In the case of the survey in question, this planning stage revealed several challenges. Surveys are usually done for a purpose so even before planning how to do them, it is advisable to think about the final product and the dissemination of results. This is the route I followed.

International issues in education

Anxiety, negative attitudes, and attrition are all issues presented in the teaching of statistics to undergraduates in research-based degrees regardless of location. Previous works have looked at these obstacles, but none have consolidated a multilingual, multinational effort using a consistent method. Over 400 Spanish-, English-, and German-speaking undergraduate students enrolled in introductory psychology statistics courses were given the Composite Survey of Statistics Anxiety and Attitudes to determine the precursors and effects of existing problems. Results indicated that student background was heavily linked to attitudes and anxieties. The measure was supported as a viable method for more than one class or university in addressing issues in statistics education, developing interventions to improve students’ experiences, and then determining the success of those changes.

The role of previous experience and attitudes toward statistics in statistics assessment outcomes among undergraduate psychology students

Previous research has demonstrated that students’ cognitions about statistics are related to their performance in statistics assessments. The purpose of this research is to examine the nature of the relationships between undergraduate psychology students’ previous experiences of maths, statistics and computing; their attitudes toward statistics; and assessment on a statistics course. Of the variables examined, the strongest predictor of assessment outcome was students’ attitude about their intellectual knowledge and skills in relation to statistics at the end of the statistics curriculum. This attitude was related to students’ perceptions of their maths ability at the beginning of the statistics curriculum. Interventions could be designed to change such attitudes with the aim of improving students’ learning of statistics.

Describing some of the Dimensions that comprise the Profile of the Faculty Staff of Statistics Departments in Brazil

Statistics is a required course in virtually all undergraduate programs in Brazilian universities. In addition, undergraduate programs in Statistics are offered in many public universities. However, despite the importance of this science, there are no systematic studies in the national literature regarding the characterization of the faculty staff, which is responsible for the teaching of statistics in the country. In this context, this paper presents a description of the faculty members of undergraduate courses in Statistics. This description was based on a descriptive sample, related to aspects of their education and scientific production. A prediction of future demand for PhDs in Statistics to fill the vacancies is also provided based on the retirement of faculty members in undergraduate courses in Statistics in the country.

A practical guide and workbook in statistics for teachers /

Includes bibliographical references and index.

Integrated Postsecondary Education Data System : glossary /

"CS 86-313"--Doc. resume.