What Students Learn and Don't Learn About Inferential Reasoning in Their Introductory Statistics Courses

• Activity Number: 550
• Type: Topic Contributed
• Date/Time: Wednesday, August 6, 2014 : 2:00 PM to 3:50 PM
• Sponsor: Section on Statistical Consulting
• Author(s): Sharon Lane-Getaz*+
• Companies: St. Olaf College
• Keywords: inference ; misconceptions ; p-value ; significance

Abstract

This observational study examines correct conceptions and misconceptions of inferential reasoning. Much has been said about the difficulties people have understanding inferential reasoning, in particular the difficulties people have interpreting p-values, statistical significance, and confidence intervals. This study highlights some of the previous literature on this topic and illuminates the discussion by reporting on empirical research on introductory statistics students. Students' inferential reasoning was measured before and after their introductory level statistics course using the Reasoning about P-values and Statistical Significance (RPASS-8) scale, a reliable and valid measure of inferential reasoning. Common confusions and difficulties are discussed as well as implications for future research, teaching and consulting.