A Case Study of Knowledge of Key Statistical Concepts Before and After an Introductory Statistics Class

Brian Jersky

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    Abstract

    In this paper, a case study is presented that investigates some of the key concepts that students taking an introductory statistics class bring with them as they begin the class, as well as those they take with them as they leave the class. Because of the small size of the class that was investigated (n = 36), any conclusions are only indicative. The idea behind this study is that as our first-year students are increasingly exposed in high school to statistical concepts, techniques and facts, they should bring this information into our first-year classes, and hence it would be useful to investigate what, if anything, should change in our courses or curricula as a result. This study showed that students arrive in a first-year class with some knowledge, and that they leave at the end of the class with just a little more than they started with.
    Original languageEnglish
    Title of host publicationProceedings of the Seventh Australian Conference on Teaching Statistics
    EditorsH. MacGillivray, B. Phillips
    PublisherStatistical Society of Australia Inc
    Pages1-6
    Number of pages6
    Publication statusPublished - 2010
    EventOZCOTS 2010: The Seventh Australian Conference on Teaching Statistics - Fremantle, WA
    Duration: 9 Dec 201410 Dec 2014

    Conference

    ConferenceOZCOTS 2010: The Seventh Australian Conference on Teaching Statistics
    CityFremantle, WA
    Period9/12/1410/12/14

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  • Cite this

    Jersky, B. (2010). A Case Study of Knowledge of Key Statistical Concepts Before and After an Introductory Statistics Class. In H. MacGillivray, & B. Phillips (Eds.), Proceedings of the Seventh Australian Conference on Teaching Statistics (pp. 1-6). Statistical Society of Australia Inc.