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Activity Number:
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338
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Type:
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Contributed
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Date/Time:
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Tuesday, August 8, 2006 : 2:00 PM to 3:50 PM
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Sponsor:
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Section on Statistical Education
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| Abstract - #306980 |
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Title:
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Sequencing of Topics in an Introductory Course: Does Order Make a Difference?
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Author(s):
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Christopher Malone*+ and John Gabrosek
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Companies:
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Winona State University and Grand Valley State University
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Address:
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Department of Mathematics and Statistics, Winona, MN, 55987,
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Keywords:
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sequencing ; introductory ; topics ; order
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Abstract:
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The procedural steps involved in completing a statistical investigation are often discussed in an introductory statistics course. For example, students usually learn about study design and data collection, appropriate descriptive summaries and graphical displays, and completing necessary inferential procedures. The traditional sequencing of topics in an introductory course places statistical inference in the latter portion of the course. As a result, students have limited opportunities to perform a complete statistical investigation. We propose a new sequencing of topics that may enhance a student's ability to perform a statistical investigation from beginning to end. Assessment items were given to students taught under the traditional sequencing of topics and the new proposed sequencing of topics. The results from this assessment will be discussed in detail.
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