10th International
Conference on
Teaching Statistics
8 – 13 July 2018
Kyoto, Japan
Contributed paper list


Contributed Paper C177

 

Assessing retention of statistical concepts after completing a post-secondary introductory statistics course


Authors

Stephanie Mendoza (United States)
Soma Roy (United States)

Presenter

Soma Roy (United States)

Abstract

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).