COGNITIVE TRANSFER OUTCOMES FOR A SIMULATION-BASED INTRODUCTORY STATISTICS CURRICULUM

Authors

  • MATTHEW D. BECKMAN Pennsylvania State University
  • ROBERT C. DELMAS University of Minnesota
  • JOAN GARFIELD University of Minnesota

DOI:

https://doi.org/10.52041/serj.v16i2.199

Keywords:

Statistics education research, Simulation-based inference

Abstract

Cognitive transfer is the ability to apply learned skills and knowledge to new applications and contexts. This investigation evaluates cognitive transfer outcomes for a tertiary-level introductory statistics course using the CATALST curriculum, which exclusively used simulation-based methods to develop foundations of statistical inference. A common assessment instrument administered at the end of each course measured learning outcomes for students. CATALST students showed evidence of both near and far transfer outcomes while scoring as high, or higher than, on the assessed learning objectives when compared with peers enrolled in similar courses that emphasized parametric inferential methods (e.g., the t-test).

First published November 2017 at Statistics Education Research Journal Archives

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Published

2022-06-15