Abstract:
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"Simulation-based inference" (SBI) has been advocated with the potential of improving student understanding of statistical inference, as well as the statistical investigative process as a whole. In this talk we will discuss two years of cross-institutional data comparing new and experienced instructors of SBI-focused curricula and non-SBI curricula. We examine several pre/post measures of conceptual understanding in the introductory course, incorporating both student-level and instructor-level covariates. We also look to how the data collection and analysis can be improved for future years.
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