Contributed Paper C177In session C1B (Monday 9th, 11:00–12:30, Level 2E - Room 1)
Assessing retention of statistical concepts after completing a post-secondary introductory statistics course
AuthorsStephanie Mendoza (California Polytechnic State University, United States)
Soma Roy (California Polytechnic State University, United States)
PresenterStephanie Mendoza (United States)
Educators fear that retention of course concepts in science and mathematics often lags in the time after course completion. Few studies have explored patterns of retention in statistics courses. Tintle et al. (2012) found poor retention of statistical concepts among students in a first statistics course four months after course completion at a single institution, with some improvement among students taking a modified version of the course centering on simulation-based inference. Here we report findings from a multi-institution study of retention both four-months (680 students) and 16-months (95 students) after the completion of an algebra-based statistics course, discuss retention patterns on a variety of key statistical concepts, and highlight similarities and differences in retention based on a variety of curricular choices (e.g., use of simulation-based methods).