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Activity Number: 476 - Teaching Introductory Statistics
Type: Contributed
Date/Time: Wednesday, August 2, 2017 : 8:30 AM to 10:20 AM
Sponsor: Section on Statistical Education
Abstract #324217 View Presentation
Title: Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions
Author(s): Elizabeth Fry*
Companies: University of Minnesota
Keywords: statistics education ; statistical literacy

Recommended learning goals for students in introductory statistics courses include the ability to recognize and explain the key role of randomness in designing studies and in drawing conclusions from those studies involving generalizations to a population or causal claims (GAISE College Report ASA Revision Committee, 2016). However, it can be challenging for students to distinguish between the purposes of random sampling and random assignment in statistical studies, sometimes resulting in confusion between the two (e.g. Derry et al., 2000). In this project, a two-and-a-half week unit was designed and implemented in four sections of an undergraduate introductory statistics course to develop students' conceptual understanding of the distinct roles that random sampling and random assignment play in study design and the conclusions that can be made from each. A forced choice assessment was designed and administered to the students as a pretest and posttest, and students also completed two free response assignments throughout the unit. Results from these assessments will be presented, including areas of improved understanding and difficulties that persisted.

Authors who are presenting talks have a * after their name.

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