RETENTION OF STATISTICAL CONCEPTS IN A PRELIMINARY RANDOMIZATION-BASED INTRODUCTORY STATISTICS CURRICULUM

NATHAN TINTLE

Dordt College

ntintle@dordt.edu

KYLIE TOPLIFF

Hope College

kylie.topliff@hope.edu

JILL VANDERSTOEP

Hope College

vanderstoepj@hope.edu

VICKI-LYNN HOLMES

Hope College

holmesv@hope.edu

TODD SWANSON

Hope College

swansont@hope.edu

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

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Statistics Education Research Journal, 11(1), 21-40, http://www.stat.auckland.ac.nz/serj

(c) International Association for Statistical Education (IASE/ISI), May, 2012

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NATHAN TINTLE
Mathematics, Statistics and Computer Science Department

498 4^th Ave. NE
Dordt College

Sioux Center, IA 51250