WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

Abstract

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here.

First published December 2020 at Statistics Education Research Journal: Archives