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

Autor/inn/en	Tintle, Nathan; Clark, Jake; Fischer, Karen; Chance, Beth; Cobb, George; Roy, Soma; Swanson, Todd; VanderStoep, Jill
Titel	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
Quelle	In: Journal of Statistics Education, 26 (2018) 2, S.103-109 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-1898
DOI	10.1080/10691898.2018.1473061
Schlagwörter	Statistics; College Mathematics; College Preparation; Mathematical Concepts; Statistical Inference; Simulation; College Entrance Examinations; Scores; Concept Formation; Grade Point Average; Curriculum; Textbooks; Achievement Gains; Teaching Methods; High School Students; College Students; Computer Simulation; ACT Assessment + Suchen Sie Ihr Suchwort? Statistik; Inferential statistics; Schließende Statistik; Simulation program; Simulationsprogramm; Aufnahmeprüfung; Concept learning; Begriffsbildung; Curricula; Lehrplan; Rahmenplan; Textbook; Text book; Schulbuch; Lehrbuch; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Computergrafik; Computersimulation; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01